Examining electronic learning communities as a means for sustaining and supporting mathematics professional development.

摘要

This study investigated the use of an online context, mathematics electronic learning community (MELC), to sustain and support mathematics professional development (MPD). The goal of this study was to identify key elements for the design of an MELC. Of interest were the teachers' perceptions of their needs in follow-up MPD; the key elements for the MELC; and the preferred computer mediated communication features.; The study used the Integrative Learning Design (ILD) framework (Bannan-Ritland, 2003) to address the following research question: What key elements are needed in a mathematics electronic learning community to sustain mathematics professional development and to support teachers as they use knowledge and skills from the experience?; Participants were selected from mathematics educators from Baltimore County Public Schools and mathematics educators from a visiting Pakistan Teacher Professional Development Program. Data collected were both qualitative and quantitative including an online questionnaire, interviews, electronic surveys, and observational field notes. Data analysis involved descriptive and inferential statistical analysis, and coding and thematic analysis.; Results from this study indicated that there are significant differences based on grade level for teachers' needs related to time, frequency, and method of interaction; and based on gender for teachers' goals related to mathematics professional development and preferred features for the design of the MELC. The results from the MELC prototype evaluation revealed that the MELC supported teachers as they engaged in the seminars and online follow up activities. Email and discussion board were valuable tools in sustaining learning experiences and supporting participants. In addition, web and electronic resources were beneficial in extending the learning experiences and deepening participants understanding of topics discussed during the face to face sessions.; Results from this study have implications for the future design of follow-up activities in an online setting, by contributing to the research literature on teachers' needs in an online context. A second contribution is the development of a mathematics electronic learning community that sustains MPD and provides support for teachers during implementation of knowledge and skills in the classroom. Both of these contributions influence teaching, learning and student achievement.