Network structures of in-service teachers’ collective knowledge construction:: An SNA analysis of multiliteracies online course

• Mi Song Kim ^[1] ; Hyejin Park ^[1] ; Derya Kici ^[2]
  1. [1] University at Albany, State University of New York

     University at Albany, State University of New York

     City of Albany, Estados Unidos

     
  2. [2] Ryerson University

     Ryerson University

     Canadá

     
• Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 58, Nº 1, 2021, págs. 47-58
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Multiliteracies is not only concerned with learners’ meaning-making using multiple communication and representation channels but with individuals’ contributions towards a collaborative and participatory culture. However, understanding collective knowledge construction in computer-mediated discussions is challenging due to large and complex digital texts in online contexts. To respond to this challenge, this study investigated the relationships between network structures and potentials for collaborative knowledge construction in a 12-week online multiliteracies professional education course by adopting Knowledge Society Network and Collaborative Knowledge Networks as analytical frameworks and using Social Network Analysis to find which network models the online course followed. Consequently, the network of teacher participants’ interactions showed high participant interaction and low idea interaction. Further discussion of the findings and future study will be described.