The editorial reports an online teacher professional development intervention combining social capital mechanisms and automated scaffolds succeeded, with transactivity as a process indicator¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The editorial reports that Yoon's intervention, which combined social capital mechanisms and automated scaffolds for interaction processes in an asynchronous online professional development course, shows overall success and the importance of social capital in such communities. → Carolyn P. Rosé & Sanna Järvelä 2020

Evidence¶

Carolyn P. Rosé & Sanna Järvelä 2020¶

Carolyn P. Rosé & Sanna Järvelä. (2020). Building community together: towards equitable CSCL practices and processes. International Journal of Computer-Supported Collaborative Learning. https://doi.org/10.1007/s11412-020-09329-z

q2 · i? · causal · r?

The editorial summarizes Yoon's reported study of an intervention administered to teachers in an online professional development course, in which "automated scaffolds for interaction processes were provided" and transactivity was measured as a process indicator. The editorial gives no statistics; the intervention's supporting study is reported second-hand.

"The results point both to the overall success of the intervention and the importance of social capital in online professional development communities as well as to important areas for potential improvement in future iterations."

Discussion¶

Related Claims¶

• The editorial reports that CSCL scripts show positive effects on domain learning and collaboration process skills, and that scaffolding single versus combinations of collaborative activities affects script impact
• Science teachers reported high satisfaction with the quality and usability of the online asynchronous PD, including positive beliefs about tie quality, depth of interaction, and access to expertise. — a narrower finding that bears on this claim
• Discussion prompts targeting the exchange of information produced higher levels of collaborative transactive discourse than prompts asking teachers to reflect on their content understanding or classroom practice. — a narrower finding that bears on this claim
• Two transactivity-supporting scripts each help dyads, but combining them appears to interfere — related
• Social capital among teachers has been associated with five categories of outcomes, including teacher professional development and improved student achievement — related