Abstract
The aim of this paper is to study the online teaching styles of two teachers who each tutor a networked learning community (NLC), within the same workshop. The study is undertaking empirical work using a multi-method approach in order to triangulate and contextualise our findings and enrich our understanding of the teacher participation in these NLCs. We apply social network analysis (SNA) to visualise the social structure of the NLC, content analysis (CA) to identify learning and teaching processes, critical event recall (CER) to gather the teacher’s personal experiences and intentions. This paper reports some of the current findings of our work and discusses future prospects. This study is part of a continuing international study that is investigating networked collaborative learning as a way to develop a rich descriptive body of evidence of tutoring and learning processes in e-learning.
Article PDF
Similar content being viewed by others
Explore related subjects
Discover the latest articles, news and stories from top researchers in related subjects.Avoid common mistakes on your manuscript.
References
Anderson T., Rourke L., Garrison D.R., Archer W. (2001). Assessing teaching presence in a computer conference context. Journal of Asynchronous Learning Networks 5(2):1–17
Banks S., Goodyear P., Hodgson V., McConnell D. (2003). Introduction to the special issue on advances in research on networked learning. Instructional Science 31:1–6
Bonk C.J., Cummings J.A. (1998). A dozen recommendations for placing the student at the centre of Web-based learning. Educational Media International 35(2):82–89
Bonk C.J., Kirkley J.R., Hara N., Dennen N. (2001). Finding the instructor in post-secondary online learning: Pedagogical, social, managerial, and technological locations. In: Stephenson J. (ed), Teaching and Learning Online: New Pedagogies for New Technologies London, Kogan Page, pp. 76–97
Borgatti S.P., Everett M.G., Freeman L.C. (2000). Ucinet 5.0 (Version 5.4) [windows]. Natrick, Analytic technologies
Browne E. (2003). Conversations in cyberspace: A study of online learning. Open Learning 18(3):245–259
Chi, M.T.H. (1997). Quantifying qualitative analyses of verbal data: A practical guide. The Journal of the Learning Sciences 6(3): 271–315
Clouder L., Deepwell F. (2004). Reflections on unexpected outcomes: Learning from student collaboration in an online discussion forum. In: Banks S., Goodyear P., Jones C., Lally V., McConnel D., Steeples C. (eds), Proceedings of the Fourth International Conference on Networked Learning 2004. Lancaster, Lancaster University, pp. 429–435
Cramphorn C. (2004). An evaluation of formal and underlying factors influencing student participation within e-learning web discussion forums. In: Banks S., Goodyear P., Jones C., Lally V., McConnel D., Steeples C. (eds), Proceedings of the Fourth International Conference on Networked Learning 2004. Lancaster, Lancaster University, pp. 417–423
De Laat, M.F. (2002). Network and content analysis in an online community discourse. Paper presented at the Networked Learning conference, Sheffield, UK
De Laat M.F. (2006). Networked Learning. Apeldoorn, Police Academy of the Netherlands
De Laat M.F., Lally V. (2003). Complexity, theory and praxis: Researching collaborative learning and tutoring processes in a networked learning community. Instructional Science 31:7–39
De Laat M.F., Lally V. (2004). It’s not so easy: Researching the complexity of emergent participant roles and awareness in asynchronous networked learning discussions. Journal of Computer Assisted Learning 20(3):165–171
De Laat, M.F., Lally, V., Lipponen, L. & Simons, P.R. J. (2006). Analysing student engagement with learning and tutoring activities in networked learning communities: A multi-method approach. International Journal of Web-based Communities 2(4)
EQUEL Position Paper. (2004). Special interest group 3. E-learning communities and collaborative learning: Coordinated by University of Sheffield, UK. In Association with Aalborg University, DK. EU Commission e-learning initiative
Ferry, B., Kiggins, J., Hoban, G. & Lockyer, L. (2000). Use of computer-mediated communication to form a knowledge-building community in initial teacher education. Educational Technology & Society, 3(3), [online journal]
Goodyear P. (2002). Teaching online. In: Hativa N., Goodyear P. (eds), Teacher Thinking, Beliefs and Knowledge in Higher Education. Dordrecht, Kluwer, pp. 79–101
Goodyear P., Salmon G., Spector J.M., Steeples C., Tickner S. (2001). Competencies for online teaching: A special report. Educational Technology, Research and Development 49(1):65–72
Gunawardena, C.N., Lowe, C.A. & Anderson, T. (1997). Analysis of global online debate and the development of an interaction analysis model for examining social construction of knowledge in computer conferencing. Journal of Educational Computing Research 17(4): 397–431
Gustafson J., Hodgson V., Mann S., Olsen S. (2004). Towards a methodological approach for the analysis of issues of communication and control in networked e-learning discourse. In: Banks S., Goodyear P., Jones C., Lally V., McConnel D., Steeples C. (eds), Proceedings of the Fourth International Conference on Networked Learning 2004. Lancaster, Lancaster University, pp. 258–266
Hakkinen, P., Jarvela, S. & Makitalo, K. (2003). Sharing perspectives in virtual interaction: Review of methods of analysis. In B. Wason, S. Ludvigson & U. Hoppe, eds, Designing for Change in Networked Learning. Proceedings of the International Conference on Computer Support for Collaborative Learning 2003, pp.395–404. Dordrecht: Kluwer
Hammond M., Wiriyapinit M. (2004). Carrying out research into learning through online discussion: Opportunities and difficulties. In: Banks S., Goodyear P., Jones C., Lally V., McConnel D., Steeples C. (eds), Proceedings of the Fourth International Conference on Networked Learning 2004. Lancaster, Lancaster University, pp. 456–462
Hara N., Kling R. (2000). Students’ distress with a web-based distance education course. Information, Communication and Society 3(4):557–579
Harasim L., Hiltz S.R., Teles L., Turoff M. (1997). Learning networks: A field guide to teaching and learning online. Cambridge MA., MITT Press
Henri, F. (1992) Computer conferencing and content analysis. In: A. R. Kaye (ed), Collaborative Learning Through Computer Conferencing. London: Springer-Verlag
Jones C., Asensio M., Goodyear P. (2000). Networked learning in higher education: Practitioners’ perspectives. Association for Learning Technology Journal 8(2):18–28
Lave J., Wenger E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, Cambridge University Press
Levy P. (2003). A methodological framework for practice-based research in networked learning. Instructional Science 31:87–109
Light V., Nesbitt E., Light P., Burns J.R. (2000). ‘Let’s you and me have a little discussion’: Computer mediated communication in support of campus-based university courses. Studies in Higher Education 25:85–96
Lim C.P., Cheah P.T. (2003). The role of the tutor in asynchronous discussion boards: A case study of a pre-service teacher course. Educational Media International 40:33–47
Martinez A., Dimitriadis Y., Rubia B., Gomez E., de la Fuente P. (2003). Combining qualitative evaluation and social network analysis for the study of classroom social interactions. Computers & Education 41(4):353–368
Mason R. (2001). Effective facilitation of online learning: The Open University experience. In: Stephenson J. (ed), Teaching and Learning Online: Pedagogies for New Technologies. London, Kogan Page, pp. 67–75
Mayes T. (2001). Learning technology and learning relationships. In: Stephenson J. (ed), Teaching and Learning Online: Pedagogies for New Technologies. London, Kogan Page, pp. 16–26
Mazzolini M., Maddison S. (2003). Sage, guide, or ghost? The effect of instructor intervention on student participation in online discussion forums. Computers & Education 40(3):237–253
McAteer, E., Tolmie, A., Duffy, C. & Corbett, J. (1997). Computer mediated communication as a learning resource. Journal of Computer Assisted Learning 13(4): 219–227
McConnell D. (1999). Examining a collaborative assessment process in networked lifelong learning. Journal of Computer Assisted Learning 15(3):232–243
McConnell D. (2005). Examining the dynamics of networked e-learning groups and communities. Studies in Higher Education 30(1):25–42
Palonen, T. & Hakkarainen, K. (2000). Patterns of interaction in computer supported learning: A social network analysis. Paper presented at the International Conference of the Learning sciences, Michigan, MI, USA
Reuven A., Zippy E., Gilad R., Aviva G. (2003). Network analysis of knowledge construction in asynchronous learning networks. Journal of Asynchronous Learning Networks 7(3):1–23
Rimmershaw R. (1999). Using conferencing to support a culture of collaborative study. Journal of Computer Assisted Learning 15(3):189–200
Rovai, A. P. (2001). Classroom community at a distance: A comparative analysis of two ALN based university programs. Internet and Higher Education 4(2):105–118
Salmon G. (2003). E-moderating: The key to teaching and learning online.London, Routledge Falmer
Scott, J. (1991). Social network analysis: A handbook. London: Sage
Stephenson J. (2001). Teaching and learning online: Pedagogies for new technologies. London, Kogan Page
Strijbos J.W., Martens R.L., Jochems W.M.G., Broers N.J. (2004). The effect of functional roles on group efficiency: Using multilevel modeling and content analysis to investigate computer-supported collaboration in small groups. Small Group Research 35(2):195–229
Veldhuis-Diermanse, A.E. (2002). CSC Learning?: Participation, learning activities and knowledge construction in computer-supported collaborative learning in higher education. Wageningen: Grafisch Service Centrum Van Gils
Vonderwell S. (2003). An examination of asynchronous communication experiences and perspectives of students in an online course: A case study. Internet and Higher Education 6(1):77–90
Wasserman S., Faust K. (1997). Social network analysis: Methods and applications. Cambridge, Cambridge University Press
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Laat, M.D., Lally, V., Lipponen, L. et al. Online teaching in networked learning communities: A multi-method approach to studying the role of the teacher. Instr Sci 35, 257–286 (2007). https://doi.org/10.1007/s11251-006-9007-0
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11251-006-9007-0