The higher the maturation level of an Inquiry Learning Space (create, share, co-create, publish), the higher its probability of being implemented in a classroom¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Maturation indicators predicted classroom implementation: higher maturation level was associated with a higher probability of implementation. → Ulrike Cress 2020

Evidence¶

Ulrike Cress 2020¶

Ulrike Cress. (2020). The richness of CSCL environments. International Journal of Computer-Supported Collaborative Learning. https://doi.org/10.1007/s11412-020-09335-1

q2 · i? · associational · r2

The editorial reports a large-scale study tracing the development and use of about 40,000 Inquiry Learning Spaces in the Go-Lab teacher community, with implementation in a classroom as dependent variable. The editorial attributes this finding to the study, reporting no printed statistic here.

"the higher the maturation level (from create, share, co-create to publish), the higher the probability that an ILS has been implemented."

Discussion¶

Related Claims¶

• ILS adoption rate increases across knowledge maturation stages, from 3.38% for individually created ILSs to 43.94% for published ILSs
• Re-used Inquiry Learning Spaces were about four times more likely to be implemented than those created from scratch, and scaffolding increased the implementation rate — related
• ILS reuse and edition as a proxy for knowledge appropriation relates to about four times higher adoption (19.77% vs 4.51%) — related
• Teachers who participated in ILSs with KAM practices were far more likely to be involved in an implemented ILS (42–53%) than the dataset average (16.27%) — related
• Logistic regression shows all traced KAM practices except fading are significant positive predictors of adoption, with maturation strongest (odds ratios up to 12.36) and model AUC = 0.79 — a narrower finding that bears on this claim