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.

Citation

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: An International Journal of the Learning Sciences, 35(3), 257-286. Retrieved August 9, 2024 from https://www.learntechlib.org/p/101041/.

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Keywords

• content analysis
• Learning Processes
• network analysis
• online courses
• social networks
• Social Structure
• Teacher Participation
• Teacher Role
• Teaching Experience
• teaching methods
• Teaching Styles
• tutors