Literaturnachweis - Detailanzeige
| Autor/in | Myers, Jennifer B. |
|---|---|
| Titel | An Examination of Self-Regulated Learning and Professional Growth within Online, Informal Communities of Practice |
| Quelle | (2013), (210 Seiten)
PDF als Volltext Ph.D. Dissertation, The Florida State University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-3031-4245-1 |
| Schlagwörter | Hochschulschrift; Dissertation; Independent Study; Informal Education; Communities of Practice; Electronic Journals; Web Sites; Professional Development; Learning Strategies; Sharing Behavior; Shared Resources and Services; College Faculty; Tenure; Case Studies |
| Abstract | The purpose of this study was to determine how self-regulated learning within an informal blogging community supports professional growth for the tenure-track professors that participate in the community. Using a naturalistic case study design, six tenure-track bloggers were interviewed and their blogs and corresponding comments were examined in order to develop an understanding of the bloggers and their professional growth experiences and opportunities. Findings indicate that these professors were creating their own personalized professional growth opportunities within this blogging community of practice. Four conditions that fostered self-regulated learning in this community emerged: trust, support, reciprocity, and identity. The most common self-regulated learning strategies and processes that occurred in this study among these bloggers were goal setting, performance monitoring, and self-reflection. The bloggers actively engaged and participated in the community of practice and in activities such as knowledge brokering and sharing of advice, experiences, and support, which led to an increase in professional knowledge for each of the bloggers. As members of this community, the bloggers also gained new and valuable perspectives on the tenure process, often outside of their disciplines and universities, and it provided them with a unique way to participate in professional growth. These findings provide evidence that a subset of some tenure-track professors is finding just-in-time support, knowledge, and professional growth opportunities via this community-driven yet individualized approach. Although this study focused on individual bloggers rather than on the community of practice, the bloggers were examined within the context of the community, and it was because of their community involvement that learning occurred. The outcome of engaging in self-regulated learning and participating in this blogging community of practice was personalized professional growth opportunities for these bloggers. Tenure-track professors must seek and choose the professional growth opportunities that best meet their needs, and highly personalized professional growth can work in certain instances such as this. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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