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dc.contributor.authorKelly, Nick
dc.contributor.authorCurwood, Jen Scott
dc.contributor.authorThompson, Kate
dc.contributor.authorReimann, Peter
dc.contributor.authorRøkenes, Fredrik Mørk
dc.date.accessioned2022-02-16T14:31:46Z
dc.date.available2022-02-16T14:31:46Z
dc.date.created2021-12-01T13:04:35Z
dc.date.issued2021
dc.identifier.citationComputer-Supported Collaborative Learning Conference. 2021, 35-42.en_US
dc.identifier.issn1573-4552
dc.identifier.urihttps://hdl.handle.net/11250/2979466
dc.description.abstractThis paper contributes an outline to guide methodological decision making in analysing teacher learning in online networks, with a view towards research that produces actionable knowledge. It suggests that key decisions must be made in areas of research questions, units of analysis and observation, frameworks for analysis, data sources and methods of analysis, and reporting of context. It provides a concise example of decision making in the analysis of an online network of secondary design teachers in Australia.en_US
dc.language.isoengen_US
dc.publisherInternational Society of the Learning Sciences,en_US
dc.titleAnalysing Teacher Learning in Online Networks: An Outline for Methodological Decision-Makingen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holderThis article will not be available due to copyright restrictions by International Society of the Learning Sciences,en_US
dc.source.pagenumber35-42en_US
dc.source.journalComputer-Supported Collaborative Learning Conferenceen_US
dc.identifier.cristin1962632
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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