What kind of difficulties may teachers encounter, in the process of constituting a virtual learning community?

dc.creator	Matos, A.	en
dc.creator	Kollias, V.	en
dc.date.accessioned	2015-11-23T10:39:03Z
dc.date.available	2015-11-23T10:39:03Z
dc.date.issued	2008
dc.identifier.issn	15734552
dc.identifier.uri	http://hdl.handle.net/11615/30773
dc.description.abstract	We studied a virtual teacher community that had some crucial attributes that could lead to disruption of outdated learning and professional development norms. An analysis of factors that prevented the emergence of a learning community leads us to point to the crucial role of some moderator practices: open negotiation of hidden tensions, the sensitive use of learning opportunities to build personal interest for the subject matter to the community members, the bringing in of experts in a way that respects the members prior contributions.	en
dc.source.uri	http://www.scopus.com/inward/record.url?eid=2-s2.0-84880412817&partnerID=40&md5=7c719e732131efb7527bb51899db5d05
dc.subject	Learning community	en
dc.subject	Learning opportunity	en
dc.subject	Professional development	en
dc.subject	Subject matters	en
dc.subject	Teacher community	en
dc.subject	Virtual Learning Community	en
dc.subject	Computer science	en
dc.title	What kind of difficulties may teachers encounter, in the process of constituting a virtual learning community?	en
dc.type	conferenceItem	en

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