Education Publications
Document Type
Article
Publication Date
2019
Journal
Innovations in Education and Teaching International
Volume
58
Issue
1
First Page
47
Last Page
58
URL with Digital Object Identifier
https://doi.org/10.1080/14703297.2019.1675527
Abstract
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.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Notes
This is an Accepted Manuscript of an article published by Taylor & Francis in Innovations in Education and Teaching International on 2019-10-05, available online: https://www.tandfonline.com/10.1080/14703297.2019.1675527.
This work was supported by the Social Sciences and Humanities Research Council of Canada [435- 2017-0179]; Western University [R5158A10].