Enhancing early mathematical professional learning with fully online learning communities (FOLC) and collaborative action research

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dc.contributor.advisorvan Oostveen, Roland
dc.contributor.authorBranch, Jessie
dc.date.accessioned2024-06-11T20:12:54Z
dc.date.available2024-06-11T20:12:54Z
dc.date.issued2024-02-01
dc.degree.disciplineEducation
dc.degree.levelMaster of Arts (MA)
dc.description.abstractEarly math skills are fundamental to children’s development and significantly impact later academic success. The purpose of the study was to examine how collaborative action research (CAR) in fully online learning community (FOLC) environments affects RECEs’ early mathematical knowledge and instruction. The study used a mixed-methods approach consisting of the phase one surveys and phase two workshop and interview sessions to seek evidence related to the research questions. The surveyed RECEs possessed average digital competence concerning processes congruent with everyday practices. Findings suggest CAR as a potential mechanism for RECE professional learning as it provides opportunities to connect with others on issues related to one’s practice. Additionally, FOLC environments, emphasizing equitable, learner-centred experiences, provided participants with an accessible space for discussing authentic problems and solutions to achieve transformative learning.
dc.description.sponsorshipUniversity of Ontario Institute of Technology
dc.identifier.urihttps://ontariotechu.scholaris.ca/handle/10155/1772
dc.language.isoen
dc.subject.otherEarly mathematics
dc.subject.otherOnline professional learning
dc.subject.otherFully online learning community model
dc.subject.otherCollaborative action research
dc.subject.otherEarly childhood education
dc.titleEnhancing early mathematical professional learning with fully online learning communities (FOLC) and collaborative action research
dc.typeThesis
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