Zaenal Abidin
The foundation of this study is the potential use of an online learning community (OLC) as a means for teacher professional learning improvement. This current study aimed to examine the OLCs ability to facilitate teachers in improving their proficiency in integrating technology into the teaching of mathematics. Five case studies were conducted to investigate the influence of social interactions in the OLC on the instructional methods of five teachers. The results show that teachers perceived benefits and faced challenges when participating in an OLC. They shared their experiences and exchanged knowledge when actively engaged in social interactions. The teachers also assisted their peers in efficiently incorporating technology into mathematics instruction. The study results revealed that social learning interactions had significant impacts on the teacher's professional development. The research provides evidence that teachers might enhance their professional development by leveraging technology for their mathematics teaching practices through active interactions in OLCs. This study also offers a model based on OLC that might potentially be used in other circumstances with similar technological environments. © 2025 Author(s).
Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang, Semarang, Indonesia
