scholarly journals Student Teacher Dialogue in an Electronic Community of Practice: Cognition Level Related to the INTASC Standards

2016 ◽  
Vol 57 (3) ◽  
pp. 1-17
Author(s):  
Taylorann Clark ◽  
Thomas Paulsen
Keyword(s):  
Community Of Practice ◽  
Student Teacher ◽  
Teacher Dialogue ◽  
Electronic Community

scholarly journals Knowledge management mechanisms in e-learning environment: A conceptual model

2013 ◽  
pp. 468-491
Keyword(s):  
Knowledge Management ◽  
Learning Environment ◽  
Conceptual Framework ◽  
Community Of Practice ◽  
State Universities ◽  
Second Step ◽  
Management Mechanism ◽  
Virtual Universities ◽  
E Learning ◽  
Electronic Community

The purpose of this study is to design a conceptual framework for application of electronic mechanisms of knowledge management in e-learning environment. A three-step strategy has been adapted in this research. The first step deals with designing an initial framework for the research based on review and analysis of the related literature. The proposed conceptual framework has considered typology of knowledge including the knowledge “from”, “for” and “about” the learner to introduce electronic mechanisms of knowledge management. In the second step of research, validity of the suggested framework is evaluated by experts’ opinion. Totally, 37 knowledge management mechanisms were confirmed by the experts. Thereby, the most important electronic mechanisms for management of the three major types of learner knowledge were introduced as “electronic community of practice”, “learner complaining recording/satisfaction collecting system” and “web seminar”. Then, the extent of knowledge management mechanism utilization was explored in four Iranian virtual universities (two state universities and two non-governmental universities) using the conceptual framework of research.

scholarly journals A calculus course in knowledge feedback format

2018 ◽  
Vol 17 (1) ◽  
pp. 16
Author(s):  
Håkan Lennerstad
Keyword(s):  
Student Teacher ◽  
Student Group ◽  
Work Time ◽  
Student Activity ◽  
Teacher Student ◽  
Teacher Dialogue ◽  
Student Exchange

This paper presents a design of an undergraduate calculus course which attempts to achieve higher student activity and teacher-student exchange, allowing the teacher to adapt more to the present student group and to increase students work time. This is done by switching between examinations in small format and examination-free, open mathematical dialogue occasions – two learning-enhancing opposites that reinforce each other during the course. In the examination-free dialogue, students solved problems during lectures every week, where the quality of the student-teacher dialogue is essential both for dissection of properties of mathematics and for students’ willingness to continue participating. Thus, students regularly practiced verbal presentation and reflection in mathematics.

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