| 000 -LEADER |
|---|
| fixed length control field |
01482nam a22002177a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
GY-GeU |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20240808091201.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
240808b xxu||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE |
|---|
| Transcribing agency |
UG |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Daly Ellen |
| 245 ## - TITLE STATEMENT |
|---|
| Title |
Practitioner networks: |
| Remainder of title |
professional learning in the twenty- first century / |
| Statement of responsibility, etc |
Ellen Daly |
| 246 ## - VARYING FORM OF TITLE |
|---|
| Title proper/short title |
Practitioner networks: |
| Remainder of title |
professional learning in the twenty- first century / |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
|---|
| Place of publication, distribution, etc |
Oxford, UK, |
| Name of publisher, distributor, etc |
Oxford University Press, |
| Date of publication, distribution, etc |
June, 2009. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
710- 724 p. |
| 310 ## - CURRENT PUBLICATION FREQUENCY |
|---|
| Current publication frequency |
Monthly |
| 362 ## - DATES OF PUBLICATION AND/OR SEQUENTIAL DESIGNATION |
|---|
| Dates of publication and/or sequential designation |
June, 2009. |
| 490 ## - SERIES STATEMENT |
|---|
| Volume number/sequential designation |
Volume 39, Number 4 |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc |
This article reports on a study of a networked learning approach among remote social work practitioners in a large, rural local authority. The intervention was a blended approach that combined facilitation, face- to- face meetings, online communications and access to e- library resources. The intervention was focused on discussions of case management issues for three fictional cases. A method of text analysis used in community of enquiry research was implemented to examine participant discourse. Findings indicate that partitioners developed a community of enquiry that privileged face- to- face communication. Online resources were primarily used as supplementary communication. Practitioners engaged with the community of enquiry approach and used explicit knowledge to inform discussions of case planning. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Networked learning |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|