caa a22 4500 46320994X CHVBK 20180405153137.0 cr unu---uuuuu 170326e20070501xx s 000 0 eng 10.1007/s11251-006-9007-0 doi (NATIONALLICENCE)springer-10.1007/s11251-006-9007-0 Online teaching in networked learning communities: A multi-method approach to studying the role of the teacher [Elektronische Daten] [Maarten Laat, Vic Lally, Lasse Lipponen, Robert-Jan Simons] The aim of this paper is to study the online teaching styles of two teachers who each tutor a networked learning community (NLC), within the same workshop. The study is undertaking empirical work using a multi-method approach in order to triangulate and contextualise our findings and enrich our understanding of the teacher participation in these NLCs. We apply social network analysis (SNA) to visualise the social structure of the NLC, content analysis (CA) to identify learning and teaching processes, critical event recall (CER) to gather the teacher's personal experiences and intentions. This paper reports some of the current findings of our work and discusses future prospects. This study is part of a continuing international study that is investigating networked collaborative learning as a way to develop a rich descriptive body of evidence of tutoring and learning processes in e-learning. Springer Science+Business Media, Inc., 2006 computer-mediated-communication nationallicence CSCL nationallicence learning communities nationallicence multi-method nationallicence networked learning nationallicence online teaching nationallicence online tutoring nationallicence timeline analysis nationallicence triangulation nationallicence Laat Maarten School of Education and Lifelong Learning, University of Exeter, St Luke's Campus, Heavitree Road, EX1 2LU, Exeter, UK aut Lally Vic Networked Learning Research Group, University of Sheffield, Sheffield, UK aut Lipponen Lasse Department of Applied Sciences of Education, University of Helsinki, Helsinki, Finland aut Simons Robert-Jan Centre for ICT in Education IVLOS, University of Utrecht, Utrecht, The Netherlands aut Instructional Science Kluwer Academic Publishers 35/3(2007-05-01), 257-286 0020-4277 35:3<257 2007 35 11251 https://doi.org/10.1007/s11251-006-9007-0 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s11251-006-9007-0 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Laat Maarten School of Education and Lifelong Learning, University of Exeter, St Luke's Campus, Heavitree Road, EX1 2LU, Exeter, UK aut NATIONALLICENCE 700 1- Lally Vic Networked Learning Research Group, University of Sheffield, Sheffield, UK aut NATIONALLICENCE 700 1- Lipponen Lasse Department of Applied Sciences of Education, University of Helsinki, Helsinki, Finland aut NATIONALLICENCE 700 1- Simons Robert-Jan Centre for ICT in Education IVLOS, University of Utrecht, Utrecht, The Netherlands aut NATIONALLICENCE 773 0- Instructional Science Kluwer Academic Publishers 35/3(2007-05-01), 257-286 0020-4277 35:3<257 2007 35 11251 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer