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Figure 17 – uploaded by EUNICE SARI

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third and fourth places consecutively from the bottom (Sari, 2012; Sari, Lim and

Figure 17 third and fourth places consecutively from the bottom (Sari, 2012; Sari, Lim and

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Refinement of problems, solutions, methods and design principles
Refinement of problems, solutions, methods and design principles
Four Phases of Design-Based Research b. Phase 2 - Design and Development
Four Phases of Design-Based Research b. Phase 2 - Design and Development
Figure 2. Five Hoftsede Cultural Dimensions: Comparisons of United States (USA), Indonesia (ID) and Australia (AU) well as increased efforts to develop teachers’ professional competencies.
Figure 2. Five Hoftsede Cultural Dimensions: Comparisons of United States (USA), Indonesia (ID) and Australia (AU) well as increased efforts to develop teachers’ professional competencies.
Figure 3. Online Learning Community model (Tu & Corry, 2002) challenge in this situation.
Figure 3. Online Learning Community model (Tu & Corry, 2002) challenge in this situation.
Figure 4. Model of online teaching and learning (Salmon, 2002; 2011) knowledge and continuously grow their professional development.
Figure 4. Model of online teaching and learning (Salmon, 2002; 2011) knowledge and continuously grow their professional development.
Scardamalia’s Twelve Socio-Cognitive Determinants of Knowledge Building
Scardamalia’s Twelve Socio-Cognitive Determinants of Knowledge Building
Synchronous vs. Asynchronous Communications Technology
Synchronous vs. Asynchronous Communications Technology
Figure 5. Conceptual framework of OLC in Indonesia
Figure 5. Conceptual framework of OLC in Indonesia
realisation. In this study, the researcher applied Reeves’ design-based process ctivities. The cycle is iterated until there is a balance between the ideal and
realisation. In this study, the researcher applied Reeves’ design-based process ctivities. The cycle is iterated until there is a balance between the ideal and
Figure 7. DBR Phase 1 — Problem Analysis
Figure 7. DBR Phase 1 — Problem Analysis
Figure 9. DBR Phase 3 — Iterative Testing and Refinement e Phase 4 Documentation and Reflection: Documentation and reflection to
Figure 9. DBR Phase 3 — Iterative Testing and Refinement e Phase 4 Documentation and Reflection: Documentation and reflection to
Figure 10. DBR Phase 4 — Reflection and Documentation
Figure 10. DBR Phase 4 — Reflection and Documentation
DBR procedures Note. (TC=Teacher, TE=Teacher Educator, SL=School Leader, RM=Researcher/eModerator)
DBR procedures Note. (TC=Teacher, TE=Teacher Educator, SL=School Leader, RM=Researcher/eModerator)
Three DBR Interventions 3.4.1 Research Participants
Three DBR Interventions 3.4.1 Research Participants
Data Collection
Data Collection
Data Analysis
Data Analysis
Framework of Online Teaching and Learning in OLC4TPD 4.2 Community: Community of Practice (CoP)
Framework of Online Teaching and Learning in OLC4TPD 4.2 Community: Community of Practice (CoP)
OLC4TPD Membership (Oct 2009 - Dec 2010)
OLC4TPD Membership (Oct 2009 - Dec 2010)
Access to Computer and the Internet Length of Use of Computer and the Internet
Access to Computer and the Internet Length of Use of Computer and the Internet
ICT Competencies of Teachers and Teacher Educators
ICT Competencies of Teachers and Teacher Educators
Intervention I (Web Portal Discussion Forum, Oct 2009 — May 2010)
Intervention I (Web Portal Discussion Forum, Oct 2009 — May 2010)
The eModerator introduced the use of Skype to organise fortnightly Intervention 2 (Skype, Nov 2009 - Dec 2010)
The eModerator introduced the use of Skype to organise fortnightly Intervention 2 (Skype, Nov 2009 - Dec 2010)
Intervention 3 (Facebook, Nov 2009 - Dec 2010)
Intervention 3 (Facebook, Nov 2009 - Dec 2010)
Results of Adi's Personal ICT Assessment
Results of Adi's Personal ICT Assessment
Results of Bambang's Personal ICT Assessment
Results of Bambang's Personal ICT Assessment
Results of Eko's Personal ICT Assessment
Results of Eko's Personal ICT Assessment
Computer and the Internet Access
Computer and the Internet Access
Length of Experience in Using Computer and the Internet
Length of Experience in Using Computer and the Internet
Length of Use Computer and the Internet With more than five years exposure to the computer, these participants did not
Length of Use Computer and the Internet With more than five years exposure to the computer, these participants did not
Figure 11. Teacher educators' ICT competency survey results
Figure 11. Teacher educators' ICT competency survey results
Figure 12. Teachers' ICT competency survey results
Figure 12. Teachers' ICT competency survey results
Note: (O=doesn’t know much, 1=basic skill, 2=moderate skill, 3=high skill) ICT Skill Assessment of Adi, Bambang and Eko
Note: (O=doesn’t know much, 1=basic skill, 2=moderate skill, 3=high skill) ICT Skill Assessment of Adi, Bambang and Eko
Figure 13. Proportion of teachers by level of education and sex (2002)
Figure 13. Proportion of teachers by level of education and sex (2002)
Gender Composition in the Web Portal Discussion (Oct 2009 - May 2010) teachers) contributed to the 15 postings.
Gender Composition in the Web Portal Discussion (Oct 2009 - May 2010) teachers) contributed to the 15 postings.
Gender Composition on the Web Portal, Skype and Facebook Table 25 ICT Access Based on the Gender
Gender Composition on the Web Portal, Skype and Facebook Table 25 ICT Access Based on the Gender
Gender Composition in the Facebook (Apr 2010 & Oct 2010)
Gender Composition in the Facebook (Apr 2010 & Oct 2010)
Membership and Participation at OLC4TPD
Membership and Participation at OLC4TPD
were counted monthly during the stated period.
were counted monthly during the stated period.
Facebook were almost a half of the replies made by the total replies
Facebook were almost a half of the replies made by the total replies
Average Postings based on Gender and Profession on the Discussion Forum
Average Postings based on Gender and Profession on the Discussion Forum
Scardamalia’s Twelve Socio-Cognitive Determinants of Knowledge Building determinant can be found in Table 2, Chapter 2.
Scardamalia’s Twelve Socio-Cognitive Determinants of Knowledge Building determinant can be found in Table 2, Chapter 2.
The most and least common determinants Table 32 shows that the tendency of teachers in their discussion was to present
The most and least common determinants Table 32 shows that the tendency of teachers in their discussion was to present
Circle a box that is appropriate with your skills!
Circle a box that is appropriate with your skills!
Tick (V) the correct answer!
Tick (V) the correct answer!
What do you think about OLC4TPD for your professional development?
What do you think about OLC4TPD for your professional development?
Figure 20. Three categories of discussion forum at Web Portal Appendix Lv. OLC4TPD Web Portal Discussion Forum
Figure 20. Three categories of discussion forum at Web Portal Appendix Lv. OLC4TPD Web Portal Discussion Forum
Figure 23. Blended meeting during synchronous online meeting using Skype
Figure 23. Blended meeting during synchronous online meeting using Skype
Figure 24. Regular online meeting on Skype
Figure 24. Regular online meeting on Skype
Figure 25. Typical TPD practices in Indonesia ag ees ee Photos of TPD Practices in Indonesia
Figure 25. Typical TPD practices in Indonesia ag ees ee Photos of TPD Practices in Indonesia
Figure 26. ICT facilities in a secondary school in West Java
Figure 26. ICT facilities in a secondary school in West Java
Figure 28. Collaborative TPD model (Lesson Study) practiced in West Java schools Figure 27. ICT facilities in a teacher-training institute in West Java
Figure 28. Collaborative TPD model (Lesson Study) practiced in West Java schools Figure 27. ICT facilities in a teacher-training institute in West Java
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EducationTeacher EducationE-learningTeachers' professional development
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