ILS adoption rate increases across knowledge maturation stages, from 3.38% for individually created ILSs to 43.94% for published ILSs¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Knowledge maturation level is strongly associated with later classroom implementation of an ILS, with adoption rising sharply from sharing to co-creating to formalizing. → María Jesús Rodríguez-Triana 2020 q2 i? A minority of Graasp teachers (35.13% of 20,064) shared, co-created or formalized ILSs, and increasing percentages of teachers at higher maturation levels were involved in implemented ILSs. → María Jesús Rodríguez-Triana 2020 (2)

Evidence¶

María Jesús Rodríguez-Triana 2020¶

María Jesús Rodríguez-Triana, Luis P. Prieto, Tobias Ley, Ton de Jong, Denis Gillet. (2020). Social practices in teacher knowledge creation and innovation adoption: a large-scale study in an online instructional design community for inquiry learning. International Journal of Computer-Supported Collaborative Learning. https://doi.org/10.1007/s11412-020-09331-5

q2 · i? · associational · r2

Observational analysis of 40,235 ILSs in Graasp, each assigned one exclusive maturation category. The chi-squared test showed "a strong association between ILS maturation levels and adoption," with adoption rates of 3.38%, 18.38%, 32.19% and 43.94% across levels.

"a chi-squared test of independence also indicated a strong association between ILS maturation levels and adoption: χ2 (3, N = 40,235) = 4276.6,p < 0.001."

María Jesús Rodríguez-Triana 2020 (2)¶

María Jesús Rodríguez-Triana, Luis P. Prieto, Tobias Ley, Ton de Jong, Denis Gillet. (2020). Social practices in teacher knowledge creation and innovation adoption: a large-scale study in an online instructional design community for inquiry learning. International Journal of Computer-Supported Collaborative Learning. https://doi.org/10.1007/s11412-020-09331-5

q2 · i? · associational · r2

Teacher-level descriptive analysis of the 20,064 Graasp teachers who (co)created ILSs. Overall, "in total 7049 or 35.13% of teachers either shared, co-created or formalized ILSs," and percentages involved in implemented ILSs increased with maturation level (Table 3).

"in total 7049 or 35.13% of teachers either shared, co-created or formalized ILSs"

Discussion¶

Related Claims¶

• 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
• ILS reuse and edition as a proxy for knowledge appropriation relates to about four times higher adoption (19.77% vs 4.51%)
• 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
• 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
• 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