Analyzing educators’ online interactions: a framework of online learning support roles

Abstract

While the potential benefits of participating in online learning communities are documented, so too are inequities in terms of how different populations access and use them. We present the online learning support roles (OLSR) framework, an approach using both automated analytics and qualitative interpretation to identify and explore online teaching roles. We analyze the OLSR using data logs of iRemix, the online component of the Digital Youth Network, a face-to-face and online program for urban youth in underserved communities. In three middle-school classrooms, six educators used iRemix most to interact with individual students, especially as a window into their work. Although many roles were documented, few were played regularly, raising questions about design and intentionality. To address participation inequities, our results suggest that the OLSR and related data can be used to support productive practice improvement conversations among educators and to inform the design of online social learning networks.

Keywords:

• online teaching roles
• online data analysis
• social networking platforms
• blended learning
• data visualizations

Acknowledgements

We would like to thank the Digital Youth Network research, design, and implementation staff for their dedication to children and learning and for their contributions and encouragement for this work. We would also like to thank the anonymous reviewers for their insightful comments and critique.

Notes on contributors

Denise C. Nacu is an Instructor in the College of Computing and Digital Media at DePaul University. She is a designer and researcher focusing on building frameworks, tools, and data visualizations to enable teaching and learning in online social learning networks and blended learning environments.

Caitlin K. Martin is a Senior Researcher for the Digital Youth Network at DePaul University and for the youthLAB research group at Stanford University. Her focus is on the design, implementation, and assessment of environments and materials that offer youth from diverse communities opportunities to deeply learn, understand, and use digital media and technology.

Nichole Pinkard is an Associate Professor of Interactive Media, Human Computer Interaction, and Education at the College of Computing and Digital Media at DePaul University. She is also the founder of the Digital Youth Network. Her current scholarly interests include the design and use of pedagogical-based social learning networks, digital media literacy learning outcomes, and ecological models of learning.

Tené Gray is the Director of Professional Development and Operations for the Digital Youth Network at DePaul University. Her focus is on the design and delivery of high quality professional development for mentors, teachers, and after-school program providers in the areas of digital media literacy, connected learning, badge design and integration, mentoring, and balanced literacy.

Additional information

Funding

This research is supported by the John D. and Catherine T. MacArthur Foundation; the Bill and Melinda Gates Foundation; and the National Science Foundation [grant number RECIIS-1325004].