TY - JOUR
T1 - Analyzing educators’ online interactions
T2 - a framework of online learning support roles
AU - Nacu, Denise C.
AU - Martin, Caitlin K.
AU - Pinkard, Nichole
AU - Gray, Tené
N1 - Publisher Copyright:
© 2014 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2016/4/2
Y1 - 2016/4/2
N2 - While the potential benefits of participating in online learning communities are documented, so too are inequities in terms of how different populations access and use them. We present the online learning support roles (OLSR) framework, an approach using both automated analytics and qualitative interpretation to identify and explore online teaching roles. We analyze the OLSR using data logs of iRemix, the online component of the Digital Youth Network, a face-to-face and online program for urban youth in underserved communities. In three middle-school classrooms, six educators used iRemix most to interact with individual students, especially as a window into their work. Although many roles were documented, few were played regularly, raising questions about design and intentionality. To address participation inequities, our results suggest that the OLSR and related data can be used to support productive practice improvement conversations among educators and to inform the design of online social learning networks.
AB - While the potential benefits of participating in online learning communities are documented, so too are inequities in terms of how different populations access and use them. We present the online learning support roles (OLSR) framework, an approach using both automated analytics and qualitative interpretation to identify and explore online teaching roles. We analyze the OLSR using data logs of iRemix, the online component of the Digital Youth Network, a face-to-face and online program for urban youth in underserved communities. In three middle-school classrooms, six educators used iRemix most to interact with individual students, especially as a window into their work. Although many roles were documented, few were played regularly, raising questions about design and intentionality. To address participation inequities, our results suggest that the OLSR and related data can be used to support productive practice improvement conversations among educators and to inform the design of online social learning networks.
KW - blended learning
KW - data visualizations
KW - online data analysis
KW - online teaching roles
KW - social networking platforms
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U2 - 10.1080/17439884.2015.975722
DO - 10.1080/17439884.2015.975722
M3 - Article
AN - SCOPUS:84909960029
SN - 1743-9884
VL - 41
SP - 283
EP - 305
JO - Learning, Media and Technology
JF - Learning, Media and Technology
IS - 2
ER -