This article describes the initiative to establish a European network for undergraduate research (UR). This began with national initiatives in Germany and the United Kingdom, dating back 10 to 20 years. A strong impetus was given by the European project on digital UR (2021-2023), which also was a response to COVID-19 and extended the possibilities…

The purpose of this research is to better understand community formation in MOOCs through employing combined lenses of connectivism, rhizomatic learning, actor-network theory, community of practice, and community of inquiry. In a sequential explanatory mixed methodology design, social network analysis and nethnography were used to analyze and…

A learning community works with a collective knowledge space where members contribute and interact with one another's ideas to advance their community's knowledge. This study aims to explore designs of collective knowledge space to support cross-community interaction. A design experiment was conducted in four grade 5 classrooms with the support of…

Little is known about the online learning behaviors of students traditionally underrepresented in STEM fields (i.e., UR-STEM students), as well as how those behaviors impact important learning outcomes. The present study examined the relationship between online discussion forum engagement and success for UR-STEM and non-UR-STEM students, using the…

In online learning environments, tutors have several problems to carry out their activities, such as evaluating the student, knowing the right way to guide each student, promoting discussions, and knowing the right time to interact or let students build knowledge alone. We consider scenarios in which teaching and learning occurs in online social…

In an era when many news media, policy makers, and professionals in the field may consider teacher education "under attack," teacher education programs are being held accountable for increased rigor (Council of Chief State School Officers, 2012). Teacher educators are in a unique position to examine more closely specific practices and…

The rhetoric on the potential of Web 2.0 technologies to democratize online engagement of students often overlooks the discomforting, differential participation and asymmetrical engagement that accompanies student adoption of emerging technologies. This paper, therefore, constitutes a critical reality check for student adoption of technology to…

This paper describes doctoral research that focuses on the development of a learning analytics framework for inquiry-based digital learning. Building on the Community of Inquiry model (CoI)--a foundation commonly used in the research and practice of digital learning and teaching--this research builds on the existing body of knowledge in two…

This paper explores the effectiveness of networking in promoting inquiry-based science education (IBSE) through raising the self-efficacy of science teachers to take ownership of more effective ways of teaching students, supported by stakeholders (Holbrook & Rannikmae, 2010). As PROFILES project (Professional Reflection Oriented Focus on…

Establishing and maintaining social presence in an online environment that depends on a learning management system (LMS) can be challenging. While students believe social presence to be important, LMS platforms have yet to discover a way to deliver this expectation. The growth of social media tools presents opportunities outside an LMS to foster…

This article focuses on learning and identity-related practices of young female fans of a popular British boy band called One Direction. Drawing on qualitative inquiry into a fanfiction community formed around the band, analysis highlights (a) the literate work fans engage in, including writing, reading, critiquing, and collaborating on multimodal…

While e-support has been positioned as a means, to overcome some of the time and financial constraints to professional learning, it has largely failed to act as a medium for professional learning in physical education. Consequently, this paper positions teachers prior interest with social media acts as a type of "leverage" for using…

This paper describes emergent learning and situates it within learning networks and systems and the broader learning ecology of Web 2.0. It describes the nature of emergence and emergent learning and the conditions that enable emergent, self-organised learning to occur and to flourish. Specifically, it explores whether emergent learning can be…

The essentialist view that new technological innovations (especially Social Media) disrupt higher education delivery ride on educators' risk averse attitudes toward full scale adoption of unproven technologies. However, this unsubstantiated logic forecloses possibilities for embracing the constructive dimensions of disruptions, and grasping the…

While collaborative learning and collaborative writing can be of great value to student learning, the implementation of a technology-supported collaborative learning environment is a challenge. With their built-in features for supporting collaborative writing and social communication, wikis are a promising platform for collaborative learning;…