https://orcid.org/0000-0002-7956-8795
Citations (25)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (5)
Jiawen Zhu & Kara Dawson. (2024) Differences in sense of community and participation between lurkers and posters in informal online education-related communities. Behaviour & Information Technology 43:5, pages 929-942.
Read now
Read now
Marcus Gustafsson, Jorryt van Bommel & Yvonne Liljekvist. (2024) Resources for planning and teaching mathematics: a Swedish upper-secondary school case study. Journal of Curriculum Studies 56:1, pages 88-106.
Read now
Read now
Ann-Christin Randahl, Yvonne Liljekvist, Christina Olin-Scheller & Jorryt van Bommel. (2023) From authorised visitor to key person – a trajectory of participation in teacher Facebook groups. Education Inquiry 14:4, pages 480-495.
Read now
Read now
Annica Löfdahl Hultman, Andreas Bergh, Maria Lennartsdotter & Håkan Löfgren. (2023) Swedish teachers’ and school leaders’ rebellion groups on Facebook- collective formations and administrators as gatekeepers. Education Inquiry 14:3, pages 352-366.
Read now
Read now
Helen Woodford, Jane Southcott & Maria Gindidis. The sushi train of professional learning: teachers self-driving learning using a social networking website. Teacher Development 0:0, pages 1-19.
Read now
Read now
Articles from other publishers (20)
Fadime Bilici & Esra Keleş. (2024) Covid-19 Pandemi Döneminde Öğretmenlerin Sosyal Ağ Kullanımlarının İncelenmesi. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi:59, pages 75-97.
Crossref
Crossref
Daniel Friedrich & James Shanahan. (2024) An Analysis of Questions from Teachers' Online Groups: Turning the Lens Back to Teacher Education. Teachers College Record: The Voice of Scholarship in Education.
Crossref
Crossref
Tiit Elenurm. (2024) Social media as an e-learning tool for understanding the challenges of COVID-19 for students. E-Learning and Digital Media.
Crossref
Crossref
Conrad Borchers, Joshua M. Rosenberg & Rita M. Swartzentruber. (2023) Facebook post data: a primer for educational research. Educational technology research and development 71:6, pages 2345-2364.
Crossref
Crossref
Sadegh Hamedinasab, Mohsen Ayati & Mohammadali Rostaminejad. (2023) Teacher professional development pattern in virtual social networks: A grounded theory approach. Teaching and Teacher Education 132, pages 104211.
Crossref
Crossref
Shi Cheng. (2023) A review of interpersonal metafunction studies in systemic functional linguistics (2012–2022). Journal of World Languages 0:0.
Crossref
Crossref
Jiseung Yoo & Min Kyeong Kim. (2023) Using natural language processing to analyze elementary teachers’ mathematical pedagogical content knowledge in online community of practice. Contemporary Educational Technology 15:3, pages ep438.
Crossref
Crossref
Jiawen Zhu & Kara Dawson. (2023) Lurkers versus posters: Perceptions of learning in informal social media‐based communities. British Journal of Educational Technology 54:4, pages 924-942.
Crossref
Crossref
Suhe Ji, Xiaoqing Qin & Ke Li. (2022) Chinese University English Teachers’ Professional Learning through Academic Reading on Social Media—A Mixed-Methods Approach. Behavioral Sciences 12:10, pages 390.
Crossref
Crossref
Fatin Najiha Zainuddin & Melor Md Yunus. (2022) Sustaining Formal and Informal English Language Learning through Social Networking Sites (SNS): A Systematic Review (2018–2022). Sustainability 14:17, pages 10852.
Crossref
Crossref
Sitti Maesuri Patahuddin, Siti Rokhmah, Jo Caffery & Maya Gunawardena. (2022) Professional development through social media: A comparative study on male and female teachers' use of Facebook Groups. Teaching and Teacher Education 114, pages 103700.
Crossref
Crossref
Charmaine Bissessar. (2022) The role of virtual community of practice in alleviating social and professional isolation during emergency remote teaching. Equity in Education & Society 1:1, pages 114-125.
Crossref
Crossref
Kristen Hawley Turner & Ivelisse Ramos Brannon. (2022) Research: Connections Matter: Building Engagement in Online Learning Spaces. English Education 54:2, pages 108-127.
Crossref
Crossref
Mostafa Nazari & Ismail Xodabande. 2022. Handbook of Research on Teacher Education. Handbook of Research on Teacher Education
337
354
.
Karlygazh Ergazievna Moldabayeva & Sagira Amangeldievna Odanova. (2021) Possibilities of using the electronic educational resources to ensure the interactivity of the learning process. Nizhnevartovsk Philological Bulletin 6:2, pages 97-104.
Crossref
Crossref
Rosa Valls-Carol, Garazi Álvarez-Guerrero, Garazi López de Aguileta, Álvaro Alonso & Marta Soler-Gallart. (2021) Citizen Debates in Social Networks about Didactic Resources for Mathematics. International Journal of Environmental Research and Public Health 18:21, pages 11686.
Crossref
Crossref
Thomas Hillman, Mona Lundin, Annika Bergviken Rensfeldt, Annika Lantz-Andersson & Louise Peterson. (2021) Moderating professional learning on social media - A balance between monitoring, facilitation and expert membership. Computers & Education 168, pages 104191.
Crossref
Crossref
Piret Luik & Marina Lepp. (2021) Local and External Stakeholders Affecting Educational Change during the Coronavirus Pandemic: A Study of Facebook Messages in Estonia. Education Sciences 11:3, pages 113.
Crossref
Crossref
Virginia E. Altrogge & Ruby L. Parks. 2021. Shifting to Online Learning Through Faculty Collaborative Support. Shifting to Online Learning Through Faculty Collaborative Support
163
182
.
Stephen J. Aguilar, Joshua M. Rosenberg, Spencer P. Greenhalgh, Tim Fütterer, Alex Lishinski & Christian Fischer. (2021) A Different Experience in a Different Moment? Teachers’ Social Media Use Before and During the COVID-19 Pandemic. AERA Open 7, pages 233285842110638.
Crossref
Crossref