Do blended virtual learning communities enhance teachers' professional development more than purely virtual ones? A large scale empirical comparison
نویسنده
چکیده
• Analysis of 26 online communities (OLCs) for professional development of 1492 teachers • ‘Average’ teacher improves at least somewhat teaching skills & school subject knowledge • Room for improvement of communities; some communities function better than others • Communities with high embeddedness in offline social networks provide more benefits • Complete integration online & offline relations unnecessary; scale up of OLC use possible
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ورودعنوان ژورنال:
- Computers & Education
دوره 60 شماره
صفحات -
تاریخ انتشار 2013