Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/7342
Title: Analyzing Peer Interaction as Asynchronous Online Professional Development Scales Up to Include More Teachers
Authors: Richman, Thomas
Yoon, Susan A.
Marei, Amin
Miller, Katherine
Keywords: CSCL
Issue Date: Jun-2021
Publisher: International Society of the Learning Sciences
Citation: Richman, T., Yoon, S. A., Marei, A., & Miller, K. (2021). Analyzing Peer Interaction as Asynchronous Online Professional Development Scales Up to Include More Teachers. In Hmelo-Silver, C. E., De Wever, B., & Oshima, J. (Eds.), Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning - CSCL 2021 (pp. 277-278). Bochum, Germany: International Society of the Learning Sciences.
Abstract: This study examines how participant group size affected peer interactions in an asynchronous online professional development as it scaled from a small (8) to a larger (91) participant pool. Analysis of the discussion forums indicated that transactivity was higher in the larger iteration during discussions around classroom implementation. Analysis of participant interviews indicated that access to diverse perspectives on implementation was particularly important to participants, which may have supported collaboration in the larger iteration.
URI: https://doi.dx.org/10.22318/cscl2021.277
https://repository.isls.org//handle/1/7342
Appears in Collections:ISLS Annual Meeting 2021

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