Paper - Refereed

This paper summarises the findings of a research project which applied the means-end chain methodology to analyse the relationship between the personal values of teachers and eLearning system functionalities. While eLearning is being promoted for implementation in learning and teaching settings, there is a lack of understanding of the critical functionalities of eLearning systems which teachers perceive are useful so that there is likelihood that teachers will continue using eLearning systems.
Today many groups seek to foster communities of practice in order to serve the needs of professional development, change management, quality or other professional goals. This research was instigated by an unsuccessful attempt to foster teacher professional development by creating community in an online community space. The strengths of developing a web site to bring teachers together to engage and exchange ideas may have been understood at the outset of that task.
This paper explores how the contextualisation of knowledge for individuals might influence the teaching spaces and teaching practices that are emerging in eLearning environments. The Theory of Knowledge (TOK) program in the International Baccalaureate Curriculum (IB) provides a scaffold to interrogate information and in turn influence knowledge construction. The TOK program provides a three step scaffold that promotes knowledge creation and acquisition, providing a direction for students and teachers as knowledge workers.
This paper aimed to identify different support and barriers in relation to the interaction between students and educational websites in an online learning context.
ACCE Partners
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ACCE Partners
ACCE Partners