Technological affordances in teachers' online professional learning communities: A systematic review.
Background Study: Previous systematic reviews concluded that online professional‐learning communities (OPLCs) have positive effects on teachers' development, but explored neither the technological affordances that make this possible nor the potential negative impacts of technology use in OPLCs. Obje...
| Published in: | Journal of Computer Assisted Learning Vol. 40; no. 3; pp. 1019 - 1040 |
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| Main Authors: | , , , , |
| Format: | research systematic review tables/charts Journal Article |
| Published: |
Wiley-Blackwell
Jun2024
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=177193467&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 177193467 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2024 vid: 40 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 177193467 174484536 177193467 177193467 10.1111/jcal.12935 177193467 ppf: 1019 ppct: 21 formats: tig: atl: Technological affordances in teachers' online professional learning communities: A systematic review. aug: au: Jin, Fangzhou Song, Zicong Cheung, Wai Ming Lin, Chin‐Hsi Liu, Tiruo affil: Faculty of Education, The University of Hong Kong,, Hong Kong sug: subj: Online Education Teachers Education Technology Utilization Learning Professional Development Human Empowerment Multimethod Studies Thematic Analysis Skill Acquisition Reflection Quantitative Studies Qualitative Studies Conversation Descriptive Statistics Funding Source ab: Background Study: Previous systematic reviews concluded that online professional‐learning communities (OPLCs) have positive effects on teachers' development, but explored neither the technological affordances that make this possible nor the potential negative impacts of technology use in OPLCs. Objectives: The aim of this study is to systematically analyse previous research on teachers' OPLCs, and thus help answer the question of what technological affordances (dis)empower members of teachers' OPLCs, and how they do so. Methods: This study applied the systematic‐review method. A total of 28 studies were identified and analysed using rigorously defined inclusion and exclusion criteria. The results are reported as a synthesis. Results and Conclusions: First, in theme, the selected articles primarily focused on features of OPLCs and of teachers' knowledge. Second, mixed‐methods approaches were commonly used in the sampled research, and the number of studies employing advanced statistical methods and machine learning increased over time. And third, the reviewed studies' findings suggest that technology supports 'bottom‐up' teachers' communities (as distinct from 'top‐down' professional development organized by educational authorities) in seven ways: that is, by promoting collaboration opportunities, expanding the participants' networks, facilitating knowledge sharing, delivering support more rapidly, providing emotional support, allowing ubiquitous learning, and enabling multiple modes of participation. Lay Description: What is currently known about the subject matter: Previous reviews found OPLCs have positive effects on teachers' development. What their paper adds to this: What technological affordances empower teachers in OPLCs.How technological affordances empower teachers in OPLCs. The implications of study findings for practitioners: The sampled articles primarily focused on OPLC features and teacher knowledge.Mixed‐methods approaches were commonly used.Technology provides various affordances to 'bottom‐up' teachers' communities. pubtype: Academic Journal doctype: research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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