The key role of moderators in online communities of teachers: How presences support co-construction of knowledge in asynchronous discussions

Pascale Mompoint-Gaillard; Guðrún Ragnarsdóttir; Jón Torfi Jónasson

doi:10.1016/j.tate.2022.103751

The key role of moderators in online communities of teachers: How presences support co-construction of knowledge in asynchronous discussions

Pascale Mompoint-Gaillard^*, Guðrún Ragnarsdóttir, Jón Torfi Jónasson

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

Abstract

This article examines a professional online learning community developed within the Council of Europe's Pestalozzi Programme, gathering educators from 50 European countries, engaged in the practice of education for democracy. It argues that conversational approaches sustain peer learning with unique practices in the field of continued professional development. The data consists of transcripts of asynchronous discussions analysed by quantitative measures and thematic analysis. Results identified patterns of interaction, and factors that support – or impede – co-construction of knowledge. They suggest that regulation of controversy and emotional engagement is key because of its effect on pace, cohesion, and strong ties between participants.

Original language	English
Article number	103751
Journal	Teaching and Teacher Education
Volume	116
DOIs	https://doi.org/10.1016/j.tate.2022.103751
Publication status	Published - 13 May 2022

Bibliographical note

Funding Information:
This work was supported by doctoral grant Number RSJ-PhD-2020 , awarded by the University of Iceland's Eimskip Fund .

Publisher Copyright:
© 2022 Elsevier Ltd

Other keywords

e-learning
In-service teacher education
Networked learning
Online community
Professional development

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10.1016/j.tate.2022.103751

Cite this

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title = "The key role of moderators in online communities of teachers: How presences support co-construction of knowledge in asynchronous discussions",

abstract = "This article examines a professional online learning community developed within the Council of Europe's Pestalozzi Programme, gathering educators from 50 European countries, engaged in the practice of education for democracy. It argues that conversational approaches sustain peer learning with unique practices in the field of continued professional development. The data consists of transcripts of asynchronous discussions analysed by quantitative measures and thematic analysis. Results identified patterns of interaction, and factors that support – or impede – co-construction of knowledge. They suggest that regulation of controversy and emotional engagement is key because of its effect on pace, cohesion, and strong ties between participants.",

keywords = "e-learning, In-service teacher education, Networked learning, Online community, Professional development",

author = "Pascale Mompoint-Gaillard and Gu{\dh}r{\'u}n Ragnarsd{\'o}ttir and J{\'o}nasson, {J{\'o}n Torfi}",

note = "Funding Information: This work was supported by doctoral grant Number RSJ-PhD-2020 , awarded by the University of Iceland's Eimskip Fund . Publisher Copyright: {\textcopyright} 2022 Elsevier Ltd",

year = "2022",

month = may,

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doi = "10.1016/j.tate.2022.103751",

language = "English",

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journal = "Teaching and Teacher Education",

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AU - Mompoint-Gaillard, Pascale

AU - Ragnarsdóttir, Guðrún

AU - Jónasson, Jón Torfi

PY - 2022/5/13

Y1 - 2022/5/13

N2 - This article examines a professional online learning community developed within the Council of Europe's Pestalozzi Programme, gathering educators from 50 European countries, engaged in the practice of education for democracy. It argues that conversational approaches sustain peer learning with unique practices in the field of continued professional development. The data consists of transcripts of asynchronous discussions analysed by quantitative measures and thematic analysis. Results identified patterns of interaction, and factors that support – or impede – co-construction of knowledge. They suggest that regulation of controversy and emotional engagement is key because of its effect on pace, cohesion, and strong ties between participants.

AB - This article examines a professional online learning community developed within the Council of Europe's Pestalozzi Programme, gathering educators from 50 European countries, engaged in the practice of education for democracy. It argues that conversational approaches sustain peer learning with unique practices in the field of continued professional development. The data consists of transcripts of asynchronous discussions analysed by quantitative measures and thematic analysis. Results identified patterns of interaction, and factors that support – or impede – co-construction of knowledge. They suggest that regulation of controversy and emotional engagement is key because of its effect on pace, cohesion, and strong ties between participants.

KW - e-learning

KW - In-service teacher education

KW - Networked learning

KW - Online community

KW - Professional development

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VL - 116

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

M1 - 103751

ER -

The key role of moderators in online communities of teachers: How presences support co-construction of knowledge in asynchronous discussions

Abstract

Bibliographical note

Other keywords

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