Research on the Strategy of Online Learning Community to Promote the University

Abstract. The target - Results Paradigm University teachers' professional development must be driven from an external action researcher turned to the professionalism of teachers' conscious behavior， so that teachers be teaching and reflective thinker. Teachers Online Learning Community opened up a new way for the emergence， for the professional development of teachers. The basis for the development are the online teacher connotation， the mechanism of the structural system of the university teachers' professional development online learning community interaction layer， media layer and the resource layer. Which has a common cultural identity， the atmosphere of shared learning， mutual learning mechanism， and common characteristics of learning resources， common action and common vision？

Key words： Teacher professional development， Online-learning community， Online Professional Development

1. Introduction

Today the course paradigm shift context， teacher education research also encountered the same problem with the education and curriculum studies， teacher development. People are beginning to realize that the core of the professional development of teachers is the teachers themselves. Deepening of the reform of university teaching promote the professional development of teachers and more requirements to establish a "teacher as researcher"， "Teacher as Reflective Practice"， which go beyond the "Teachers are skilled in the art" paradigm. The same time， with the development of information technology， the university teachers' professional development can go beyond the "presence" in the form of the establishment of the "online" learning community to expand the breadth and scope of the teacher learning community.

2. The Meaning of the University Teachers' Professional Development

Information and communication technology in teacher professional development project to do is to create a support action learning resources， especially teaching model example libraries and instructional design case base. These resources are mainly from the latest theoretical and practical research， such as learning theory， curriculum theory， the theory of IT integration， technical support， learning evaluation， support tools， procedures， and so on. Second is the accumulation of resources. With the deepening of action， these resources will be constantly updated； the new practical experience continues to become the new part of the library of resources. The university teachers' professional development， including the following：

2.1 Familiar with the Professional Knowledge

Teachers' professional knowledge is conditional knowledge （i.e. Education， psychology， and education of scientific knowledge） and practical knowledge （i.e. Classroom situation knowledge and associated knowledge） constituted by the ontological knowledge （disciplinary expertise）. In general， college teachers place more emphasis on access to ontological knowledge accumulated enough knowledge and practical knowledge of the conditional.

2.2 Acquire Specialized Skills

The professional skills of teachers can work smoothly， it mainly includes： education capacity （teaching， teaching reflection， curriculum design and processing information）， research capacity， the ability of social services， self-renewal development capacity.

2.3 Cultivate Professionalism

This is the internal basis for teachers' professional development， which can be expressed in the professionalism and studious spirit， selfless dedication， responsibility to participate in other aspects.

3. University Architecture of the Online Learning Community

3.1 Interaction Layer

The interaction layer posed by the learner systems， expert systems， and administrators interact with the computer interface. Learning community of group interaction and the sharing of resources can be achieved through the interaction model. Specifically， the notification module for the latest news， notifications， and dynamic； learning forum module comes from the work practice of the teachers to the problems encountered in the understanding and sharing of teaching practice between the members of the Community to play collective effort to solve practical problems. Resource sharing zone modules includes teaching cases and courseware， instructional design and implementation of the various resources and experience， teaching strategies and assessment tools， course learning materials， teaching practice， feedback and reflection.

3.2 Media Layer

Media means to load between communicators between the pass， extending a particular symbol and substance of the information entities， which includes books， radio， television， network production， dissemination agencies. The media layer here is the network environment. It's main function： focus on the main network services and analytical processing system， connect the client and database intermediary role； responsible for receiving the client sends the request to the ASP technology and database connection data application and processing then transmitted to the client； achieve effective monitoring of the resource layer data resources and guarantee the security of data through software and hardware， and day-to-day maintenance of the various functions to manage the basic information of the registered users.

3.3 Resource Layer

The resource layer is with the support of networked information technology， building online learning community data resources， which includes a library of learning resources， learners and expert information library， Forum Library repository underlying database. These data resources to ensure the smooth implementation of the online professional development so that all participants in the Community at any time by logging into the network platform to participate in online learning， but also to ensure that the process of online learning resource sharing， collaboration and dialogue.

4. Analysis of the Universities Online Learning Community

4.1 Common Cultural Identity

Even in the same universities， different discipline departments will form a different cultural style. Teachers learn the cultural identity of the Community is the collective identity， this identity is not a sector groups， and cultural and social sense of belonging completely. From a sociological point of view， it is the manifestation of the social attributes， and a solid knowledge of Community and promotes the individual's knowledge sharing and exchange of experiences.

4.2 Common Learning Atmosphere

A learning culture is gradually formed with the construction of school culture permeates the campus atmosphere of the music school， is to promote the sustainable development of the school culture. The learning culture of the school is an overall cultural connotation， is also a learning phenomenon， including the intangible values of learning with the tangible learning behavior. Knowledge Community college teachers can inspire a strong sense of learning， active individual thinking.

4.3 Common Learning Mechanisms

Build a school culture of learning problem-based learning mechanism to guide teachers. Such a learning mechanism can be simply attributed to five main points： to improve teaching and learning； own teaching and learning； learning in their teaching process； learning to participate in solving the problems encountered by others； for knowledge shared learning. A community of teachers’ cooperative learning can promote the integration and full development of teacher cognition， motivation and emotion in cooperative learning.

4.4 Sharing of Learning Resources

In the university's learning within the network environment based learning resources is a basic condition determines the select group of teachers learning and learning opportunities. Teacher groups to share their knowledge and experience and learning resources， establish a "knowledge base" shared task， to provide intellectual support for the professional development of groups and individuals.

4.5 Common Action

Action Research teachers reflect on their own classroom teaching phenomenon， explore and improve teaching and learning in order to improve the quality of an exploratory study. Through common action research， teachers' groups to discuss the problems encountered and research teaching collective joint force， joint problem solving.

4.6 A Common Vision

Teacher learning community's shared vision is a real yearning for each member in the Community and are willing to strive for the goal， and the inherent power to promote Community action. This shared vision through cooperation and exchange in the individual's vision on the basis of the consultations Share formation and development. Shared vision is a benefit to teachers to attract， but also to define the direction of an individual behavior.

5. The Strategy of Online Learning Community to Promote the University Teachers' Professional Development

5.1 Depth Understanding of the Actual Needs and Accordingly Develop Online Professional Development Plan

Teachers online professional development advanced concept does not mean that any of the online professional development projects are feasible. Therefore， the plan is very important. The planning and implementation of the online professional development project must be built on the basis of a comprehensive analysis of the local teachers' professional development and development needs. The beginning of the planning of the project， must as far as possible to learn more about the entire school or district network operation and the use of network hardware facilities and teachers to understand the medium and long-term professional development plan for the school or school district. In other words， online development projects designed first of all to the project will object to service demand accurate understanding， but also consider how to complement each other with the presence of other professional development projects and optimization. In a way， online professional development project planning process can help schools or school districts to improve their overall development plans， make online development institutions and have a correct understanding of individual roles and responsibilities in project development and understand.

5.2 Technology Acquisition to Ensure the Technical Support and Participants of the Project

In order to ensure the smooth implementation of the online professional development， all participants in the project must be at school or at home. All members of this common body of scholars who can readily participate in online learning， on the other hand can be resolved in a timely manner to ensure that any specific technical issues that arise in the process of online learning. Needs to be emphasized is that the technical support online professional development project， not only to provide services for individual users online to provide holistic technical services， and also for the regional network. For example， it is necessary to ensure the security of each individual participant network， but cannot install a firewall and hinder smooth learning members access to online curriculum resources.

5.3 Incentives to Take Help Nurture A Community of Learners’ Team Culture

Effective implementation of online professional development project requires a certain amount of incentives to improve teachers to participate actively stimulate everyone's sense of team to enhance the cohesion of the community of learners. Team culture helps organizations to coordinate a variety of online professional development activities， such as online course content， organize online discussions， and the presence of the seminar， to assess the performance of online learning and discussion， as well as to discuss further the professional development of content and strategy. To do these activities on the participation and organization of the project personnel， especially teachers， should take certain incentives to guarantee them whole-heartedly to participate. For example， the appropriate material rewards， some courses free learning to reduce the workload of teaching and public recognition.

5.4 Online Project Consultants Should be Guaranteed to Give Timely Online Guidance

The project consultant's primary task is to create a democratic， open， warm atmosphere of the team culture， good communication， and the courage to express their views， willing to share their own experience and others. Therefore， the consultant's main job is to guide， organize a discussion on a particular topic or theme， rather than expert judgment or answer all the questions. His addition to timely encouraged everyone to patronize this professional group （such as QQ group）， forums or posts， but also on the forum or e-mail on a regular basis to check， comments or simply reply to respond before the discussion or triggered the subsequent discussion. The learning process for those who cannot keep teachers， consultants can use private e-mail to gain insight into the reasons for their needs， and encourage them to participate in online activities in a timely manner. After the online discussion， online consultants must summarize and review the one hand， certainly the point of view of the participants in the value of professional development， on the other hand， to encourage mutual understanding to create a harmonious online interpersonal.

5.5 Face-To-Face Meeting of the Presence， As Far As Possible， Should be the Start of the Project

Extremely important to organize a face-to-face meeting of the presence in the online professional development project starts， the participants should be online development projects， such as teachers， consultants and managers， as well as others interested in online professional development. The session will provide participants with effective online learning to lay the foundation for its main theme： the introduction of online course's background； using the online communication software； answering questions about online learning curriculum resources； establish a community of learners； mutual understanding between participants. Of course， face-to-face presence exchanges can also be the mid-organized form of a seminar， to trigger the power of professional learning； celebration after the end of the learning process， in order to share the final results with joy.

6. Conclusion

The university teachers 'professional development must be driven from outside the goal - results "paradigm shift teachers' professional conscious action， the teachers teaching action researchers and reflection. The establishment of this conscious act is motivated by the common culture of the school. The pillars of the kind of group learning the characteristics of the Community sharing， dialogue， cooperation for the professional development of teachers， and to promote the awareness of the main body of the professional development of teachers， enrich the individual knowledge of teachers， build teachers' group culture. Network IT media online learning community， the traditional form of teacher development by the "presence" into the "online" break through the restrictions of time and space， especially network IT provides rich resources for the professional development of university teachers the link has become an important way for the new era to promote the professional development of teachers.

7. Acknowledgments

The research was financially supported by the Fund of Anhui Teaching Quality Project---Public Pedagogy， Psychology courses teaching team construction projects （Grant NO. 20101063）； and the key projects by Anhui universities young talents fund ---Application Oriented Undergraduate young teachers applied transformation Development Research （Grant NO. 2012SQRW181ZD）； and the teaching and research projects of the Suzhou College---The “co-teaching model” of Public Education in Practice-oriented colleges and universities" （Grant NO. szxyjy201231）.

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