Exploring Discourse and Knowledge Sharing in Online Affinity Spaces for Teachers
Open Access
- Author:
- Tohill, Kimberly Lynn
- Graduate Program:
- Learning, Design, and Technology
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- May 12, 2016
- Committee Members:
- Priya Sharma, Dissertation Advisor/Co-Advisor
- Keywords:
- informal learning
affinity spaces
continuing professional learning
professional development
discussion boards
teacher learning
knowledge sharing
online discourse - Abstract:
- The purpose of this qualitative study was to describe the ways in which teachers utilize and engage with online spaces as a type of informal learning and to examine the social interactions that take place therein. This study involved members of three online affinity spaces designed for teachers – Classroom 2.0, ProTeacher, and The Teachers Corner - and their asynchronous, online discussions (i.e., on a discussion board). It is presented as a case study using content and discourse analysis based upon the theoretical ideas of informal learning, specifically affinity spaces. The main research question guiding this study was: What types of discourse are shared in these online spaces for teachers? The supporting questions guiding this study were: What types of questions do participants pose? What types of responses do participants provide? What patterns of knowledge sharing emerge through the questions and responses? and What are the social interactions in the forum? Discussion postings were coded according to Arvaja’s (2012) framework that distinguished types of discourse as elaboration, sharing, or others as resources for enhancing personal understanding. Discussion participants engaged others by posting questions or soliciting advice that reflected their own professional and personal learning needs in the moment; furthermore, the participants relied on personal experience and examples to support and legitimize their responses. Social comments contributed to the generally positive tone that permeated the discussions.