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Teachers' Self-Perception versus Actual Use: A Science Online Learning Community

During the ongoing development of a teaching science as inquiry professional development series, we explore whether there is a relationship between the teachers' self-perceived use of an online learning community and the amount of use categorized as required by course facilitators and moderators. Using social network analysis, we noted that the level of engagement with the site increased in the first preliminary cohort of teachers (N P =15) from 5% of posts being self-directed to 36% of posts being self directed with the subsequent cohort of teachers (N S =19). In addition on a 7-point Likert scale, where the preliminary cohort indicated a disagreement with a statement that they would continue using the online learning community after the course (M=3.67), the subsequent cohort indicated the likelihood to continue (M=4.47). We will continue to engage in social network analysis with the remaining cohorts.