Analysis of key roles in large‐scale online learning
Interactive participation characteristics and knowledge construction behaviour patterns
Bibliographic Data
| ID | 21297316 |
|---|---|
| Authors | Xiangjun Hao (Department of Educational Information Technology East China Normal University Shanghai China), Xiaoqing Gu (0000-0001-8256-5408, Department of Educational Information Technology East China Normal University Shanghai China, corresponding author) |
| Year | 2024 |
| Volume | 55 |
| Issue | 3 |
| Pages | 910-932 |
| Publication date | 2024-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Technology (JOURNAL) |
| Journal identifiers | ISSN: 0007-1013 • E-ISSN: 1467-8535 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjet.13405 |
| OpenAlex | W4388568102 |
| Language | EN |
| Citations received | 5 |
| References cited | 57 |
Online teacher professional development is a branch of online learning, which offers educators opportunities to refine their pedagogical skills and collaboratively construct knowledge within professional learning communities. During these interactions, teachers often engage in knowledge construction while exhibiting diverse role characteristics. Investigating these role characteristics and knowledge construction patterns can enhance the comprehension of the interaction process and contribute to online teacher professional development design, addressing challenges such as weak activity and low collaboration. This study examined the key roles that actively interact or contribute to the online community in online teacher professional development, analysing interactive participation characteristics and knowledge construction behaviour patterns. Data were collected from an online teacher professional development activity in China. Statistical, content and lag sequence analysis methods were employed. Results showed that the three key roles had weak interaction persistence and different content quality in interactive participation characteristics. Knowledge construction behaviours of key roles were generally at a high level, with different patterns observed. Finally, the study proposed practical implications based on key roles' interactive participation characteristics and knowledge construction behaviour patterns. These implications may inspire the learning designs that promote online interaction and deep learning based on role characteristics in online teacher professional development. Practitioner notes
Comprehension · Construct (python library) · Key (lock) · Knowledge management · Mathematics education · Online community · Online discussion · Online participation · Pedagogy · Professional development · Professional learning community · Scale (ratio) · The Internet · World Wide Web · Computer Science · Innovative Teaching and Learning Methods · Online and Blended Learning · Online Learning and Analytics · Psychology
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| Unique citing works | 5 |
|---|---|
| Citations per year | 2,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |