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dc.contributor.author Hur, Jung Won
dc.contributor.author Hara, Noriko
dc.date.accessioned 2012-04-04T20:39:43Z
dc.date.available 2012-04-04T20:39:43Z
dc.date.issued 2007
dc.identifier.citation Hur, J., & Hara, N. (2007). Factors cultivating sustainable online communities for K-12 teacher professional development. Journal of Educational Computing Research, 36(3), 245-268. en
dc.identifier.uri http://dx.doi.org/10.2190/37H8-7GU7-5704-K470 en
dc.identifier.uri http://hdl.handle.net/2022/14338
dc.description.abstract The purpose of this study is to discover factors related to fostering a sustainable online community for K-12 teachers. This study was conducted through the investigation of an online teacher community called INDISCHOOL in Korea. Data were gathered through in-depth telephone interviews with INDISCHOOL members, the examination of archived postings on the Web-boards, and participant observations. Twelve factors, including eight support factors and four hindrance factors, were identified as results of this study. These factors were categorized into three subgroups: internal, external, and outcome factors. Findings from this study revealed that internal factors, such as having a sense of ownership and autonomy and acknowledging the value of participation, played a significant role in the growth of INDISCHOOL. It was also noted that the value of teachers' participation was related to their belief that active involvement in INDISCHOOL improves student learning. These teachers also reported that INDISCHOOL participation is a valuable part of their professional development. en
dc.publisher Baywood Publishing Company en
dc.relation.isversionof This article can be found at: http://baywood.metapress.com/app/home/main.asp?referrer=default&linkin=634691506116473908 en
dc.title Factors Cultivating Sustainable Online Communities for K-12 Teacher Professional Development en
dc.type Article en


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