Encouraging teacher participation in Professional Learning Communities: exploring the Facilitating or restricting factors that Influence collaborative activities

Abstract

With the ease of using information technology tools, the explosive growth of smartphone applications (apps), and the rise of learning communities on social media, the acceptance of learning communities has become one of the most significant challenges for higher education institutions in Taiwan. In order to better understand teachers’ collaborative performance inlearning communities, this study employs the cognitive dimension (opportunism) andinternal tension dimension (e.g. rising expectation, relationship burden) as restrictive factors; on the other hand, it uses emotional support, sense of belonging, and interpersonal altruism as facilitating factors; and community interaction, relationship performance, and collaborative performance as endrogenous factors. With a cross-sectional survey method and a quantitative approach, this study further dives into the collaborative performance of professional learning communities. A total of 157 teachers (87 male and 70 female) were surveyed, and a structural equation modeling approach was used. It was found that social media learning communities have done better than previous courses of field learning in unrestraining learning styles and increasing the breadth of knowledge. Facilitating and restrictive factors led to the rearrangement of the entire knowledge contribution process, enabling new configurations of individuals, members, and community. Moreover, community interactions are important drivers of relationship and collaboration performance supported by empirical data. The findings offer guidelines for policymakers and educators who evaluate teachers’ collaborative performance and relationship performance to promote teaching efficiency and effectiveness by incorporating cyberethics in educational activities.

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“…Los seminarios y eventos en línea en el campo profesional brindan oportunidades para que los profesionales y el estudiantado se relacionen, compartan investigaciones, presenten investigaciones y discutan temas profesionales. Los miembros pueden compartir recursos, asignar tareas y apoyarse mutuamente durante la investigación (Zhang y Liu, 2019;Goodyear et al, 2019;Yu y Chao, 2022;Verdi, 2022;Gore y Rosser, 2022;Tipping y Dennis, 2022).…”

Bibliometric Computational Mapping Analysis of Trend Metaverse in Education using VOSviewer

“…Education experiences significant changes from year to year, and the education process adjusts to the speed of technology that is developing very rapidly [1]. This encourages educators to improve and innovate in learning [2]. Education and technology have a reasonably close relationship, education and technology build a pattern of cause and effect.…”