16 SES 01 B, Online Learning
Much of the research methods for studying technology-rich learning orderings have the emphasis on searching for commonalities, representing coherence in data (Kapur, 2011; Kapur, Voiklis, & Kinzer, 2008; Strijbos et al., 2006) and, the scope on small-scale interaction as seen from the outside. It is argued here that we need methods that can address and elucidate the complexities of situations as grounds of modern education rather than aiming at simplifications (Clarke, 2005). This paper centres on framing a method designed to locate and analyse critical patterns of collective activity during an online course as they are produced and consumed by participants. The method aims at bringing the full complexity of the collective in the situation of inquiry, combining individual, collective and nonhuman elements (e.g. technologies) present in the collective learning activity.
Clarke, A. (2005). Situational analysis: Grounded theory after the postmodern turn. Thousand Oaks, CA: Sage. Eastwood, J., Kemp, L., & Jaludin, B. (2016). Each is in different circumstances anyway: A realistic multilevel situational analysis of maternal depression in South Western Sydney, Australia. SAGE Open 6, 4, 1-14. Friese, S. (2014). Qualitative data analysis with Atlas.ti. London: Sage. Kapur, M., Voiklis, J., &Kinzer, C.K. (2008). Sensitives to early exchange in synchronous computer-supported collaborative learning (CSCL) groups. Computers & education, 51, 54-66. Kapur, M. (2011). Temporality matters: Advancing a method for analysing problem-solving processes in a computer-supported collaborative environment. Computer-Supported Collaborative Learning, 6, 39-56. Salazar Perez, M. & Cannella, G.S. (2013). Situational analysis as an avenue for critical qualitative research: Mapping Post-Katrina New Orleans. Qualitative Inquiry 19, 7, 505-517. Strijbos, J.W., Martens, R.L., Prins, F.J. & Jochems, W.M.G. (2006). Content analysis: What are they talking about? Computers & Education, 46, 29-48.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
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