Educators as creators: lessons from a mechanical MOOC on educational dialogue for local facilitators

References

• Alexander, R. J. 2008. Towards Dialogic Teaching: Rethinking Classroom Talk. 4th ed. York: Dialogos.
   Google Scholar
• Alexander, R. J., F. Hardman, J. Hardman, T. Rajab, and M. Longmore. 2017. Changing Talk, Changing Thinking: Interim Report from the In-House Evaluation of the CPRT/UoY Dialogic Teaching Project. York: University of York. http://www.robinalexander.org.uk/wp-content/uploads/2017/07/Alexander-et-al-EEF-in-house-interim-report-nal-170714.pdf.
   Google Scholar
• Bakker, A. 2018. Design Research in Education: A Practical Guide for Early Career Researchers. New York: Routledge.
   Google Scholar
• Clarke, S. N., L. B. Resnick, and C. Penstein Rosé. 2016. “Dialogic Instruction: A New Frontier.” In Handbook of Educational Psychology. 3rd ed., edited by L. Corno and E. M. Anderman, 278–388. Mahwah, NJ: Erlbaum.
   Google Scholar
• Dille, K. B., and F. M. Røkenes. 2021. “Teachers’ Professional Development in Formal Online Communities: A Scoping Review.” Teaching and Teacher Education 105. doi:https://doi.org/10.1016/j.tate.2021.103431.
   PubMed Web of Science ®Google Scholar
• Downes, S. 2008. “Places to Go: Connectivism & Connective Knowledge.” Innovate: Journal of Online Education 5 (1): 149–159.
   Google Scholar
• Guest, G., K. M. MacQueen, and E. E. Namey. 2012. Applied Thematic Analysis. Thousand Oaks, CA: Sage. doi:https://doi.org/10.4135/9781483384436.
   Google Scholar
• Haßler, B., S. Hennessy, and R. Hofmann. 2018. “Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights for Teacher Professional Development.” Journal of Learning for Development – JL4D 5 (1). https://jl4d.org/index.php/ejl4d/article/view/264.
   Google Scholar
• Hattie, J. A. C. 2009. Visible Learning: A Synthesis of over 800 Meta-Analyses Relating to Achievement. New York, NY: Routledge.
   Google Scholar
• Hennessy, S., R. Kershner, E. Calcagni, and F. Ahmed. 2021. “Supporting Practitioner-Led Inquiry into Classroom Dialogue with a Research-Informed Professional Learning Resource: A Design-Based Approach.” Review of Education. doi:https://doi.org/10.1002/rev3.3269.
   PubMed Web of Science ®Google Scholar
• Hilliard, D. M. 2013. “Investigating the Relationship Between Dialogic Interaction and Written Argumentation in A Level History.” PhD diss., University of Exeter, UK.
   Google Scholar
• Howe, C., S. Hennessy, N. Mercer, M. Vrikki, and L. Wheatley. 2019. “Teacher–Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes?” Journal of the Learning Sciences 28 (4–5). doi:https://doi.org/10.1080/10508406.2019.1573730.
   Web of Science ®Google Scholar
• Knox, J. 2013. “The Limitations of Access Alone: Moving Towards Open Processes in Education Technology.” Open Praxis: International Council for Open and Distance Education 5 (1): 21–29.
   Google Scholar
• Lay, C. D., B. Allman, R. M. Cutri, and R. Kimmons. 2020. “Examining a Decade of Research in Online Teacher Professional Development.” Frontiers in Education 1 (10). doi:https://doi.org/10.3389/feduc.2020.573129.
   Google Scholar
• Liyanagunawardena, T., S. Williams, and A. Adams. 2013. “The Impact and Reach of MOOCs: A Developing Countries’ Perspective.” eLearning Papers 33: 1–8.
   Google Scholar
• MacDonald, J. 2008. Blended Learning and Online Tutoring: Planning Learner Support and Activity Design. 2nd ed. Aldershot: Gower.
   Google Scholar
• Major, L., P. Warwick, I. Rasmussen, S. Ludvigen, and V. Cook. 2018. “Classroom Dialogue and Digital Technologies: A Scoping Review.” Education and Information Technologies 23 (5): 1995–2028.
   Web of Science ®Google Scholar
• Mercer, N. 2008. “Talk and the Development of Reasoning and Understanding.” Human Development 51 (1): 90–100.
   Web of Science ®Google Scholar
• Partridge, H., D. Ponting, and M. McCay. 2011. Good Practice Report: Blended Learning. Strawberry Hills, New South Wales: Australian Learning and Teaching Council Ltd. Australian Government Department of Education, Employment and Workplace Relations.
   Google Scholar
• Reparaz, C., M. Aznárez-Sanado, and G. Mendoza. 2020. “Self-Regulation of Learning and MOOC Retention.” Computers in Human Behavior 111. doi:https://doi.org/10.1016/j.chb.2020.106423.
   Web of Science ®Google Scholar
• Rodriguez, B. C. P., A. Armellini, and M. C. R. Nieto. 2020. “Learner Engagement, Retention and Success: Why Size Matters in Massive Open Online Courses (MOOCs).” Open Learning: The Journal of Open, Distance and e-Learning 35 (1): 46–62. doi:https://doi.org/10.1080/02680513.2019.1665503.
   Google Scholar
• Teddlie, C., and A. Tashakkori. 2009. Foundations of Mixed Methods Research: Integrating Quantitative and Qualitative Approaches in the Social and Behavioural Sciences. London: Sage.
   Google Scholar
• Van Den Akker, J. 1999. “Principles and Methods of Development Research.” In Design Methodology and Developmental Research in Education and Training, edited by J. Van Den Akker, N. Nieveen, R. M. Branch, K. L. Gustafson, and T. Plomp, 1–14. The Netherlands: Kluwer Academic.
   Google Scholar
• Wegerif, R., J. Doney, A. Richard, N. Mansour, S. Larkin, and I. Jamison. 2017. “Exploring the Ontological Dimension of Dialogic Education Through an Evaluation of the Impact of Internet Mediated Dialogue Across Cultural Difference.” Learning, Culture and Social Interaction 20: 80–89. doi:https://doi.org/10.1016/j.lcsi.2017.10.003.
   Web of Science ®Google Scholar
• Wegerif, R., N. Mercer, and L. Dawes. 1999. “From Social Interaction to Individual Reasoning: An Empirical Investigation of a Possible Socio-Cultural Model of Cognitive Development.” Learning and Instruction 9 (5): 493–516.
   Web of Science ®Google Scholar