A Qualitative/Mixed Methods Case Study and Analysis of Teacher's Perceptions of Various Dimensions of Learning Communities and their Impact on the Development of a Learning Culture

Globally there are around 34,000 golf facilities including very many small golf clubs that collectively generate significant economic, social and environmental impacts. Thus, small golf clubs have an important role to play in the greening of golf in support of sustainability. Environmental programmes (EPs) were developed to improve the environmental performance of all types and sizes of golf facilities. However, EPs are rarely employed in small golf clubs and no research until now has explored the reasons for this. Data from an in-depth mixed methods case study found several internal and external influences on the level of implementation of EPs in small golf clubs. Interventions are suggested to stimulate the uptake of EPs in smaller golf clubs. The study is of value to the golf sector, government policy and organisations concerned with the greening of small businesses in the greening of an industry sector for sustainability. The study also provides a conceptual/empirical framework for further studies in this under-researched yet noteworthy field.

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A social network perspective on peer supported learning in MOOCs for educators

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v15i5.1852 ◽

2014 ◽

Vol 15 (5) ◽

Cited By ~ 36

Author(s):

Shaun Kellogg ◽

Sherry Booth ◽

Kevin Oliver

Keyword(s):

New Media ◽

Learning Communities ◽

Wide Spectrum ◽

Social Supports ◽

Peer Networks ◽

Online Learning Communities ◽

Mixed Methods Case Study ◽

Development Face ◽

K 12

<p>A recent phenomenon in the MOOC space has been the development of courses tailored to educators serving in K-12 settings. MOOCs, particularly as a form of educator professional development, face a number of challenges. Academics, as well as pundits from traditional and new media, have raised a number of concerns about MOOCs, including the lack of instructional and social supports. It is an assumption of this study that challenges arising form this problem of scale can be addressed by leveraging these massive numbers to develop robust online learning communities. This mixed-methods case study addresses critical gaps in the literature and issues of peer support in MOOCs through an examination of the characteristics, mechanisms, and outcomes of peer networks. Findings from this study demonstrate that even with technology as basic as a discussion forum, MOOCs can be leveraged to foster these networks and facilitate peer-supported learning. Although this study was limited to two unique cases along the wide spectrum of MOOCs, the methods applied provide other researchers with an approach for better understanding the dynamic process of peer supported learning in MOOCs.</p>

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