Unpacking Teacher Knowledge Creation in KNILT: Mixed-Methods Analysis of 36 Online Minicourse Designs

• In Event: AERA Poster Session Friday 7:45 am
  In Poster Session: Learning Sciences Poster Session

Abstract

Anchored in Paavola and Hakkarainen’s (2004) trialogical perspective, this mixed-methods study analyzed 36 teacher-designed minicourses in The Knowledge Network for Innovations in Learning and Teaching (KNILT). An inductively derived codebook applied in MAXQDA identified 357 teacher-knowledge and 539 learning-activity segments. Pedagogical, learning, and content knowledge dominated, whereas technology-rich assessment, inclusivity, and global perspectives were under-represented. Multimedia scaffolds and individual reflection prevailed, while collaborative engagement and iterative formative checks were uncommon, signaling weak TPACK integration. Four recurring-patterns, scaffolding, reflection, interaction, and assessment partially embodied the knowledge-creation activities yet revealed design asymmetries. By highlighting these gaps, the study argues that recasting teachers as designer-creator-learner can realign professional development around collaborative, artifact-centered knowledge building.

Author

• Ying Kong, University at Albany - SUNY