Conceptualising online knowledge sharing: What teachers’ perceptions can tell us

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dc.contributor.author Hood, Nina en
dc.date.accessioned 2017-12-20T23:44:03Z en
dc.date.issued 2017 en
dc.identifier.citation Technology, Pedagogy and Education 26(5):573-585 2017 en
dc.identifier.issn 1475-939X en
dc.identifier.uri http://hdl.handle.net/2292/36814 en
dc.description.abstract This study questions the current dependence on theories of social learning and communities of practice in research on teachers’ online learning and online knowledge-sharing behaviour. It employs the interpretative approach to examine how teachers conceptualise their engagement with two USA-based online knowledge-sharing platforms within the context of their broader teaching practice. The findings suggest that the platforms, together with teachers’ engagement with them, are intimately connected with, and must be understood in reference to, both the online and offline contexts in which they operate, with each setting providing unique affordances that shape engagement and outcomes. Teachers’ engagement was largely motivated by their individual knowledge requirements and practice-based needs, resulting in learning primarily being individually rather than socially mediated and constructed. en
dc.publisher Taylor & Francis (Routledge) en
dc.relation.ispartofseries Technology, Pedagogy and Education en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Conceptualising online knowledge sharing: What teachers’ perceptions can tell us en
dc.type Journal Article en
dc.identifier.doi 10.1080/1475939X.2017.1348980 en
pubs.issue 5 en
pubs.begin-page 573 en
pubs.volume 26 en
dc.rights.holder Copyright: Taylor & Francis (Routledge) en
pubs.end-page 585 en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article en
pubs.elements-id 636624 en
pubs.org-id Faculty of Educ Social Work en
pubs.org-id Curriculum and Pedagogy en
dc.identifier.eissn 1747-5139 en
pubs.record-created-at-source-date 2017-07-11 en
pubs.online-publication-date 2017-07-10 en


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