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¶

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? Sharing, co-creating and formalizing multiply the odds of adoption by 3.81, 9.04 and 12.36 respectively; scaffolding practices multiply odds by about three while fading is non-significant; reuse multiplies odds by 3.86. → María Jesús Rodríguez-Triana 2020 q2 i? The regression model predicts adoption only imperfectly, with AUC = 0.79, yet the authors contend it is surprising that such a simplistic log-based model predicts at any accuracy. → 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

Logistic regression on the 40,235-ILS dataset predicting adoption from maturation, scaffolding and appropriation levels. The article reports that "all KAM practices were found to be significant (and positive) predictors" except fading (odds ratio 0.83, p = 0.137).

"sharing an ILS with others multiplies the odds of adoption by 3.81, while co-creating the ILS with others increases the odds by a factor of 9"

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

Model-level assessment of the same logistic regression. The article describes the model as "an imperfect predictor" with "AUC = 0.79," noting many other aspects such as institutional support and teacher predispositions also play roles.

"the KAM-based logistic regression model reported in our results is still an imperfect predictor of whether an ILS (and the innovative teaching that it represents) will be implemented in the classroom or not (being about halfway between random chance and perfect predictions, in terms of area under the curve, AUC = 0.79)"

Discussion¶

Related Claims¶

• ILS reuse and edition as a proxy for knowledge appropriation relates to about four times higher adoption (19.77% vs 4.51%)
• ILS adoption rate increases across knowledge maturation stages, from 3.38% for individually created ILSs to 43.94% for published ILSs — a broader claim this one bears on
• 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
• 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 — a broader claim this one bears on
• Expert scaffolding is associated with ILS adoption, but the fading stage shows a comparatively low rate (8.27%) and was a non-significant predictor — possibly the same claim (merge candidate)