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%)¶

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? At the teacher level, participation in maturation, scaffolding or appropriation ILSs (35.13%, 18.92%, 13.18% of teachers) was associated with much higher percentages of involvement in implemented ILSs. → 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

Teacher-level descriptive analysis complementing the ILS-level results. Teachers with any KAM participation were involved in implemented ILSs at 42.37%, 53.16% and 52.53%, against "the dataset average of 16.27%." The authors read this as suggesting social practices, not ILS quality, may be behind adoption.

"at least 35.13%, 18.92% and 13.18% of 20,064 teachers in our dataset had participated in ILSs with some level of maturation, scaffolding or appropriation, respectively."

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%)
• 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 — related
• ILS adoption rate increases across knowledge maturation stages, from 3.38% for individually created ILSs to 43.94% for published ILSs — related
• 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 — related
• 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