Online teaching in networked learning communities: A multi-method approach to studying the role of the teacher

Laat, Maarten de; Lally, Vic; Lipponen, Lasse; Simons, Robert

doi:10.1007/s11251-006-9007-0

Cited by 129 publications

(107 citation statements)

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“…Therefore, we will investigate to what extent differences in individual contributions to discourse are explained by differences in academic motivation. As recommended by recent research (De Laat, Lally, Lipponen, & Simons, 2007;De Wever, Schellens, Valcke, & Van Keer, 2006), we will use a multi-method approach composed of Content Analysis, which measures the type of discourse activity, and Social Network Analysis, which measures the interaction processes among learners. Afterwards, we will integrate the type of contributions to discourse with the position of each individual learner in the social network and finally link this to his/her type of motivation.…”

Section: Chapter 4 the Role Of Academic Motivation In Computer-suppormentioning

confidence: 99%

“…In online settings, the role of the teacher seems to be more complex (De Laat et al, 2007;Vonderwell, 2003), whereby providing accurate and timely instruction and feedback is notoriously difficult due to barriers in space and time (Bromme et al, 2005;De Wever et al, 2006). The limited role of teacher might hamper learners who are triggered mainly by external regulation as the teacher can only provide immediate instruction and feedback when both teacher and student are online simultaneously.…”

Section: 1mentioning

confidence: 99%

“…Furthermore, we need to distinguish contributions made by learners solely in cognitive discourse communication, as task-related communication has been found to be positively related to individual knowledge acquisition (Schellens & Valcke, 2005;Weinberger & Fischer, 2006). Therefore, recent research (De Laat et al, 2007;Hurme et al, 2007) has suggested that using a combination of content analysis (type of discourse) with Social Network Analysis (position of learner relative to others) leads to a clearer understanding of interaction patterns in CSCL. Social Network Analysis (SNA) can be considered as a wide-ranging strategy to explore social structures to uncover the existence of social positions of individuals within the network (Aviv, Erlich, Ravid, & Geva, 2003).…”

Section: 1mentioning

confidence: 99%

“…In particular when SNA is combined with other instruments, SNA provides an powerful instrument to measure dynamics of learning processes (De Laat et al, 2007;Martinez, Dimitriadis, Rubia, Gomez, & de la Fuente, 2003). For example, Martinez et al (2003) found that by using log data of users and SNA the dominant central role of the teacher in discussion forums could be identified.…”

Section: 1mentioning

confidence: 99%

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The role of academic motivation in Computer-Supported Collaborative Learning

Rienties¹,

Tempelaar²,

Bossche³

et al. 2009

Computers in Human Behavior

147

122

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In recent years, increasing attention has been devoted to virtual learning. In the last decade, a large number of studies in Computer-Supported Collaborative Learning (CSCL) have assessed how social interaction, learning processes and outcomes in virtual settings are intertwined. Although recent research findings indicate that learners differ with respect to the amount and type of discourse contributed in virtual settings, little is known about the causes of these differences. The research presented here looks into the effects of motivation of learners on their contribution to discourse using the Deci and Ryan framework of (intrinsic/extrinsic) motivation. This study of 100 participants who were randomly distributed in six groups of 14 members collaborated in a virtual setting to remediate deficiencies in economics indicates that individuals differed with respect to the amount of discourse activity. Furthermore, an integrated multi-method approach (Content Analysis, Social Network Analysis and Academic Motivation Scale) was used in order to examine the impact of academic motivation on the type of discourse activity contributed and on the position of the learner in the social network. The results indicate that highly intrinsically motivated learners become central and prominent contributors to cognitive discourse. In contrast, extrinsically motivated learners contribute on average and are positioned throughout the social network. The research results reveal that differences in academic motivation influences the type of contributions to discourse as well as the position a learner takes within the social network

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Section: Chapter 4 the Role Of Academic Motivation In Computer-suppormentioning

confidence: 99%

Section: 1mentioning

confidence: 99%

Section: 1mentioning

confidence: 99%

Section: 1mentioning

confidence: 99%

See 2 more Smart Citations

The role of academic motivation in Computer-Supported Collaborative Learning

Rienties¹,

Tempelaar²,

Bossche³

et al. 2009

Computers in Human Behavior

147

122

View full text Add to dashboard Cite

show abstract

“…This will be implemented by observing students' behavior via content analysis and social network analysis in the online environment discussion. Combining the use of content analysis to describe themes of content in students' interaction with social network analysis to describe the pattern of students' virtual interaction will better capture a rich description of learning processes in the online environment 14 .…”

Section: Multimethods Intercultural Competence Assessmentmentioning

confidence: 99%

Work in Progress: Assessing Intercultural Competency in an E-learning Environment

Amos

Choi

Long

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Systemic Intervention for Computer-Supported Collaborative Learning

2013

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This paper presents a systemic intervention approach as a means to overcome the methodological challenges involved in research into computer-supported collaborative learning applied to the promotion of mathematical problem-solving (CSCL-MPS) skills in schools. These challenges include how to develop an integrated analysis of several aspects of the learning process; and how to reflect on learning purposes, the context of application and participants' identities. The focus of systemic intervention is on processes for thinking through whose views and what issues and values should be considered pertinent in an analysis. Systemic intervention also advocates mixing methods from different traditions to address the purposes of multiple stakeholders. Consequently, a design for CSCL-MPS research is presented that includes several methods. This methodological design is used to analyse and reflect upon both a CSCL-MPS project with Colombian schools, and the identities of the participants in that project. Copyright © 2013 John Wiley & Sons, Ltd.Keywords computer-supported collaborative learning; mathematical problem-solving; critical systems thinking; systemic intervention; methodological design INTRODUCTION In today's world, the use of information and communication technologies (ICTs) to assist learning processes is on the increase. One of the main purposes of ICT use in learning processes is to facilitate collaboration and, therefore, improve learning by means of sharing and distributing knowledge. This purpose has been pursued through a new educational paradigm called 'computersupported collaborative learning' (CSCL) (Lipponen, 2002;Lehtinen, 2003), which has raised fresh theoretical and methodological issues for researchers Systems Research and Behavioral Science Syst. Res. 32, 86-105 (2015) Published online 20 September 2013 in Wiley Online Library (wileyonlinelibrary.com) DOI: 10.1002/sres.2220 because of the complexity of analysing different factors in this type of learning process. For example, research has to consider analyses at both the individual and group levels; the nature of interactions between learners; students' attitudes; technological aspects; and the school's context. Considering these factors in a coherent and reflective manner is a methodological challenge for CSCL research (Dillenbourg, 1999;Daradoumis et al., 2006;De Laat et al., 2006;Stahl et al., 2006;Arbaugh et al., 2010, Arjava, 2011Strijbos, 2011).Currently, CSCL researchers are proposing several different methodologies to analyse CSCL processes, such as the triangulation of quantitative methods (e.g. social network analysis, statistics and surveys) with qualitative methods (e.g. interviews and content analysis) (Daradoumis et al., 2006;De Laat et al., 2006;Cho et al., 2007;Rienties et al., 2009;Gress et al., 2010). Also, some analysis of the context of CSCL activities is beginning to be included alongside the analyses of processes (Arnseth and Ludvigsen, 2006;Arjava, 2011). Although these methodological developments are improving the way CSCL ...

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Online teaching in networked learning communities: A multi-method approach to studying the role of the teacher

Cited by 129 publications

References 32 publications

The role of academic motivation in Computer-Supported Collaborative Learning

The role of academic motivation in Computer-Supported Collaborative Learning

Work in Progress: Assessing Intercultural Competency in an E-learning Environment

Systemic Intervention for Computer-Supported Collaborative Learning

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