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

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? Adoption rates for reused ILSs were about four times higher than for non-reused ILSs, and this association was statistically significant. → María Jesús Rodríguez-Triana 2020

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 where reuse (creating a copy of another user's ILS and editing it) served as a proxy for knowledge appropriation. Adoption rates were 19.77% for reused ILSs versus 4.51% for non-reused ones; the article reports the reused rate as "about four times higher."

"adoption rates for reused ILSs being about four times higher than those created from scratch (or likely to be backup/demo copies). A chi-squared test of independence also rejected the null hypothesis (i.e., independence of appropriation and adoption): χ2 (1, N = 40,235) = 1395.36, p < 0.001."

Discussion¶

Related Claims¶

• ILS adoption rate increases across knowledge maturation stages, from 3.38% for individually created ILSs to 43.94% for published ILSs
• 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
• 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%)
• 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 — possibly the same claim (merge candidate)
• Expert scaffolding is associated with ILS adoption, but the fading stage shows a comparatively low rate (8.27%) and was a non-significant predictor — related
• 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 — related