Learning and teaching processes in networked learning are not static but have different dynamics at various stages of collaborative work¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Timeline analysis across beginning, middle and end phases shows NL processes have different dynamics at various stages, so descriptions must account for change over time. → de Laat 2007

Evidence¶

de Laat 2007¶

de Laat, M., Lally, V., Lipponen, L. & Simons, R.-J. (2007). Online teaching in networked learning communities: A multi-method approach to studying the role of the teacher. Instructional Science, vol. 35, no. 3, pp. 257-286. https://doi.org/10.1007/s11251-006-9007-0

q2 · i? · qualitative · r2

Authors' conclusion from the timeline analysis of the two NLCs, in which activity concentrated in the middle phase and participation and density patterns shifted across the three 10-day phase samples. This is the authors' interpretive conclusion rather than a tested comparison.

"when describing processes it is important to take into account that these processes are not static throughout time but have different dynamics at various stages of the collaborative work."

Discussion¶

Related Claims¶

• NLC1 acted as one evenly participating group with no cliques, while NLC2 was initially directed by three central participants and did not operate as one group
• Educators' understanding of UDL shifted from a static framework to a dynamic way of thinking emphasizing moment-to-moment responsiveness to students' access needs — related
• The NLC with the experienced teacher showed higher and more stable network density than the beginner's NLC, whose density dropped from 36% to 26% in the end phase — a narrower finding that bears on this claim
• Temporal process analysis reveals group- and task-related differences that the frequency accounts did not show, in the interchange of CPS elements over time — related
• Both teachers remained peripherally active and concentrated their contributions on tutoring, with the experienced teacher also acting as a learner on an equal basis — a narrower finding that bears on this claim
• Think-aloud protocols reveal that self-regulated reading is dynamic across time, responsive to context, and varies by reading purpose — related
• Learning is a process of development in which the beginner's mode of working constantly changes and cannot use expert methods — a narrower finding that bears on this claim
• The reviewer argues that the dynamic character of appetites and desires must be considered in any thoroughgoing character-development plan — related