Online Teaching in Networked Learning Communities: A Multi-Method Approach to Studying the Role of the Teacher
ISAIJLS Volume 35, Number 3, ISSN 0020-4277
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 and contextualise our findings and enrich our understanding of the teacher participation in these NLCs. We apply social network analysis (SNA) to visualise the social structure of the NLC, content analysis (CA) to identify learning and teaching processes, critical event recall (CER) to gather the teacher's personal experiences and intentions. This paper reports some of the current findings of our work and discusses future prospects. This study is part of a continuing international study that is investigating networked collaborative learning as a way to develop a rich descriptive body of evidence of tutoring and learning processes in e-learning.
De Laat, M., Lally, V., Lipponen, L. & Simons, R.J. (2007). 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, 35(3), 257-286.
Cited ByView References & Citations Map
Yu-Hui Ching, Yu-Chang Hsu & Sally Baldwin, Boise State University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 278–291
Ching-Huei Chen, National Changhua University of Education
Australasian Journal of Educational Technology Vol. 30, No. 3 (Aug 05, 2014)
Paths to Exemplary Online Teaching: A Look at Teacher Roles, Competencies and Exemplary Online Teaching
Evrim Baran, Ana-Paula Correia & Ann Thompson, Iowa State University, United States
EdMedia + Innovate Learning 2011 (Jun 27, 2011) pp. 2853–2860
Yehudit Judy Dori, Orit Herscovitz & Zvia Kaberman, Technion, Israel
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 412–419
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.