Instructional Science

, Volume 35, Issue 3, pp 257–286

Online teaching in networked learning communities: A multi-method approach to studying the role of the teacher

  • Maarten De Laat
  • Vic Lally
  • Lasse Lipponen
  • Robert-Jan Simons
Article

DOI: 10.1007/s11251-006-9007-0

Cite this article as:
Laat, M.D., Lally, V., Lipponen, L. et al. Instr Sci (2007) 35: 257. doi:10.1007/s11251-006-9007-0

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.

Keywords

computer-mediated-communicationCSCLlearning communitiesmulti-methodnetworked learningonline teachingonline tutoringtimeline analysistriangulation

Copyright information

© Springer Science+Business Media, Inc. 2006

Authors and Affiliations

  • Maarten De Laat
    • 1
    • 2
  • Vic Lally
    • 3
  • Lasse Lipponen
    • 4
  • Robert-Jan Simons
    • 2
  1. 1.School of Education and Lifelong LearningUniversity of ExeterExeterUK
  2. 2.Centre for ICT in Education IVLOSUniversity of UtrechtUtrechtThe Netherlands
  3. 3.Networked Learning Research GroupUniversity of SheffieldSheffieldUK
  4. 4.Department of Applied Sciences of EducationUniversity of HelsinkiHelsinkiFinland