Teachers' Experience of Professional Learning Through Personal Learning Networks

Oddone, Kay

doi:10.5204/thesis.eprints.127928

Cited by 10 publications

(13 citation statements)

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“…The model comprises three elements: arenas of learning, teacher as learner, and personal learning strategies. Key characteristics of the experience are practices described as linking, stretching, and amplifying [20]. These practices recur in various ways across all three elements of the model.…”

Section:  Issn:2089-9823mentioning

confidence: 99%

Overcoming self-confidence of Islamic religious education students: The influence of personal learning model

et al. 2020

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Research on student confidence has been done a lot, but the focus in the field of personal learning models has not been found. This study aimed to determine the strengthening of personal learning models in developing student self-confidence. A total of 688 students were recruited as research samples using questionnaires as data collection techniques, and analyzed using simple linear regression. This research found that personal learning models can significantly develop students' self-confidence in Islamic Religious Education subjects. The personal learning model used by the teacher is quite strong in overcoming students' self-confidence in learning Islamic religious education. Predictable, if the personal learning model is maximally applied by Islamic religious education teachers in learning, to be "strong" for increase the self-confidence of students in learning Islamic religious education. This study concludes that the teacher's personal learning model can develop students' self-confidence in learning Islamic religious education. The findings of this study develop students' self-confidence theories by applying personal learning models in teacher education activities. In addition, opening a discussion room is very intense for other researchers in developing the self-confidence of students in the learning of Islamic education in schools.

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Section:  Issn:2089-9823mentioning

confidence: 99%

Overcoming self-confidence of Islamic religious education students: The influence of personal learning model

et al. 2020

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“…Qualitative studies are in the minority and Lupton (2014), having noticed the proliferation of quantitative approaches in studying social media, suggests that future research should embrace more qualitative approaches with detailed descriptions. Similarly, Oddone (2019) suggests that personal qualitative approaches are likely to reveal experiences with personal learning networks that may not be possible with quantitative studies.…”

Section: Theoretical and Methodological Approachesmentioning

confidence: 99%

“…One way to address these challenges is through professional development of academics. Academic development is a key strategic lever for ensuring institutional quality and supporting institutional change in higher education and is central to the development of the academic staff (Frick & Kapp, 2009;Beach, Sorcinelli, Austin & Rivard, 2016;Bali & Caines, 2018) Professional development, sometimes referred to as academic professional development (APD) (Frick & Kapp, 2009), faculty development, academic development, educator/educational development (Bali & Caines, 2018) or professional learning (Oddone, 2019) is concerned with developmental activities aimed at improving practice (Cervero, 2000). These practices include updating skills and knowledge, preparation for new roles in organisations, and general competence development in the wider academic context (Challis, 1999), and collaboration (Shagrir, 2017).…”

Section: Introductionmentioning

confidence: 99%

A Systematic Review of Higher Education Academics’ Use of Microblogging for Professional Development: Case of Twitter

Singh

2020

Open Education Studies

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AbstractThe paper presents a systematic literature review of empirical studies on the use of Twitter by higher education academics for professional development. Using content and thematic analyses, this review addressed four research questions related to study characteristics, theoretical and methodological approaches, and the type of professional development activities engaged. The results show that Twitter has been studied from several perspectives using various methodological approaches. The review revealed several limitations, including the paucity of research addressing gender, cultural and geographic differences. Limited use of theory is also observed. Five themes emerged identifying the ways Twitter was used for professional development: 1) academic backchannel, 2) networking, 3) information and resource sharing, 4) keeping updated, 5) public engagement and social commentary. Overall, the literature review suggests Twitter supports some aspects of professional development. However, several issues remain outstanding and in need of further research, including ethical approaches and practices of researchers related to data collection and use.

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“…Like the variations in definitions related to early career / novice academics, a definition for professional development is not conclusive either and is often used interchangeably with professional learning (Oddone, 2019). Nevertheless, professional development activities aim to enhance the capacities of academics through a range of activities and strategies.…”

Section: Novice Academics and Professional Developmentmentioning

confidence: 99%

An autoethnographic account of the use of Twitter for professional development by novice academic

Singh

2022

Studies in Technology Enhanced Learning

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Teachers' Experience of Professional Learning Through Personal Learning Networks

Cited by 10 publications

References 0 publications

Overcoming self-confidence of Islamic religious education students: The influence of personal learning model

Overcoming self-confidence of Islamic religious education students: The influence of personal learning model

A Systematic Review of Higher Education Academics’ Use of Microblogging for Professional Development: Case of Twitter

An autoethnographic account of the use of Twitter for professional development by novice academic

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