Both teachers remained peripherally active and concentrated their contributions on tutoring, with the experienced teacher also acting as a learner on an equal basis¶
Claim · All claims
Evidence · 1 study · qualitativer3·q2
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The experienced teacher's style was to act as a learner, participating on an equal basis, with involvement reducing in middle and end phases and concentrating on tutoring. → 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 · r3
Content analysis of coded learning and tutoring activities (Cohen's Kappa 0.86 on a 10% sample) across the three phase samples, showing all participants including the teacher covered both learning and tutoring statements (Tables 5 and 6).
"The teacher’s style is to act as a learner, which might suggest he is trying to participate in this community on an equal basis. The teacher’s involvement reduces somewhat in the middle and ending phase (as was supported by the SNA findings) and is concentrated on tutoring."
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
- The beginner tutor was unnerved by a dominant, critical student and by posting complexity, did not respond at times, and made no active contribution in the end phase — 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 — related
- Learning and teaching processes in networked learning are not static but have different dynamics at various stages of collaborative work — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
peripheral-teacher-tutoring-contributions |
title |
Both teachers remained peripherally active and concentrated their contributions on tutoring, with the experienced teacher also acting as a learner on an equal basis |
description |
Both teachers remained peripherally active and concentrated their contributions on tutoring, with the experienced teacher also acting as a learner on an equal basis |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2007 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — de-laat-2007 |
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