Review covers literature for the period from 1996 to 2018: What are the benefits of networked learning communities for continuing professional development sharing and learning?
In the area of teacher professional development, research has shown that teacher networks add value for their development, the implementation of changes, leadership, and improved teaching practices. Four main themes emerged in response to the primary research question. These were:
- Enhanced social learning processes for CPD: learning communities help participants in this study to develop their competencies by sharing information and collaboration / helps to minimize the isolation that learners may have due to cultural, social or geographical reasons
- Greater use of formal and informal learning for CPD: Communication, collaboration and learning between individuals occurs both through formal and informal networks/ Yet, formal learning paths are rarely designed to meet the demands VLE teachers face in professional practice
- Learning across barriers in time and space for CPD: Networked learning communities provide a means for supporting the development of professional development learning communities across states and countries
- Increased levels of interaction for CPD: By cultivating interaction among CPD learners, networked learning communities support profound learning and greater levels of professional practice
Networked learning theory suggests that the real power of networked learning communities rests primarily in “collaborative inquiry that challenges thinking and practice” based on the richness of VLE teacher professional knowledge sharing and creation (Katz, Earl, & Jaffar, 2009, p.21) and that this type of collaborative inquiry rests on the strength of the relationships between the actors or nodes in the network (Church et al., 2002; Haythornwaite, & de Laat, 2010)
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