Search results for author:"Maarten de Laat"
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It's Not so Easy: Researching the Complexity of Emergent Participant Roles and Awareness in Asynchronous Networked Learning Discussions
Journal of Computer Assisted Learning Vol. 20, No. 3 (June 2004) pp. 165–171
In this paper, we explore some of the complexities of emergent role development and group awareness among participants in an asynchronous Networked Learning discussion in a higher education context. We used content analysis to provide participant...
Complexity, Theory and Praxis: Researching Collaborative Learning and Tutoring Processes in a Networked Learning Community
Instructional Science: An International Journal of the Learning Sciences Vol. 31, No. 1 (2003) pp. 7–39
Explores the complexity of researching networked learning in higher education. Suggests that no single theoretical model currently available is sufficiently powerful to provide a framework for a research agenda that takes into account key aspects of ...
Association for Learning Technology Journal Vol. 14, No. 3 (September 2006) pp. 211–223
Educational design for networked learning is becoming more complex but also more inclusive, with teachers and learners playing more active roles in the design of tasks and of the learning environment. This paper connects emerging research on the use ...
Educational Media International Vol. 48, No. 2 (2011) pp. 85–99
This study presents an exploration into facilitation practices of teacher professional development networks. Stimulating networked learning amongst teachers is a powerful way of creating an informal practice-based learning space driven by teacher...
Educational Media International Vol. 53, No. 2 (2016) pp. 85–102
Learning from others has been reported as a productive approach for teacher Professional Development (PD) and is seen as a valuable addition to formal PD. Specific insights into whether social learning suits teachers is still lacking. Therefore, the ...
Investigating Patterns of Interaction in Networked Learning and Computer-Supported Collaborative Learning: A Role for Social Network Analysis
International Journal of Computer-Supported Collaborative Learning Vol. 2, No. 1 (March 2007) pp. 87–103
The focus of this study is to explore the advances that Social Network Analysis (SNA) can bring, in combination with other methods, when studying Networked Learning/Computer-Supported Collaborative Learning (NL/CSCL). We present a general overview...
Online Teaching in Networked Learning Communities: A Multi-Method Approach to Studying the Role of the Teacher
Instructional Science: An International Journal of the Learning Sciences Vol. 35, No. 3 (May 2007) pp. 257–286
The aim of this paper is to study the online teaching styles of two teachers who each tutor a networked learning community (NLC), within the same workshop. The study is undertaking empirical work using a multi-method approach in order to triangulate ...
A selective analysis of empirical findings in networked learning research in higher education: Questing for coherence
Educational Research Review Vol. 1, No. 2 (2006) pp. 99–111
In this paper, we have attempted two ambitious tasks. We have undertaken a wide-ranging survey of the Network learning (NL) literature, and tried to identify the emerging themes of this work. We have selected three of these themes, and in each case...
‘Disruptive technologies’, ‘pedagogical innovation’: What’s new? Findings from an in-depth study of students’ use and perception of technology
Computers & Education Vol. 50, No. 2 (February 2008) pp. 511–524
The paper describes the findings from a study of students’ use and experience of technologies. A series of in-depth case studies were carried out across four subject disciplines, with data collected via survey, audio logs and interviews. The...
Managing Differences in Stakeholder Relationships and Organizational Cultures in E-Learning Development: Lessons from the UK eUniversity Experience
Studies in Continuing Education Vol. 28, No. 2 (July 2006) pp. 135–150
This paper presents some of the initial findings of a series of studies documenting the UK eUniversity (UKeU) approach to and experience of e-learning. It will focus on the experiences and lessons learned of members of the learning technology team...
Bieke Schreurs; Antoine Van den Beemt; Fleur Prinsen; Gabi Witthaus; Gráinne Conole; Maarten De Laat
The International Review of Research in Open and Distributed Learning Vol. 15, No. 4 (Aug 15, 2014) pp. 1–20
By investigating how educational practitioners participate in activities around open educational practices (OEP), this paper aims at contributing to an understanding of open practices and how these practitioners learn to use OEP. Our research is...