Networking through online geographic learning: A Pan American experience

Abstract

Online education represents a more advanced e-learning level than distance education. The former represents a networking process generated by members that integrate a community of practice. This article describes the development of an online education experience through a dynamic network of nodes represented by in-service high school geography and social science teachers. The project identified as “RedOnline-IPGH” had a Pan American dimension by its geographic extension.
A digital portal created at Texas State University, identified as Node-1, coordinated a network of 16 additional nodes localized in several countries of Central America and South America. Node-1 in North America kept a permanent connection with all the nodes to effectively conduct a synchronous and asyncronous interaction during 12 weeks.
The teachers learned to work in e-learning enviroment by using inquire-based learning (IBL) and problem-based learning (PBL) models. The study of climate change as the central theme was performed through a complete analysis of several international cases. Finally, each teacher created a syllabus to teach climate change in high school.
The project results were very successful demonstrated through individual and team learning. Furthermore, it was possible to measure an increasing interaction and virtual collaboration among participants. Cooperation was also an indirect benefit given evidences among participants to maintain future academic and social relationships.