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首页> 外文期刊>International Journal of STEM Education >Supporting instructional change in mathematics: using social network analysis to understand online support processes following professional development workshops
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Supporting instructional change in mathematics: using social network analysis to understand online support processes following professional development workshops

机译：支持数学的教学改革：在专业发展研讨会之后，使用社交网络分析来了解在线支持流程

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Background Studies continually show benefits of active learning in college classrooms, yet it is difficult to get faculty to adopt these methods. Particularly challenging is the final step of the instructional change process, “refreezing,” when after making initial changes in instructional methods, instructors decide whether to continue with new instructional methods or return to their previous methods. Though this stage is important, it is not well studied. Most available studies about ongoing support following professional development on teaching merely state that facilitators made an effort to offer support, or report how frequently participants engaged with online support mechanisms through counting postings on listservs or message boards. Such measures do not show evidence that participants actually received positive reinforcement or intellectual and emotional support, which are crucial to refreezing, nor do these frequency analyses help other professional developers learn how to create productive ongoing support mechanisms that yield high participant engagement. Results This workshop for 35 college mathematics instructors used online and in-person communities to provide support to participants during the post-workshop period of “refreezing.” Almost all workshop attendees participated in “e-mentoring” (94%), primarily through a productive, engaging group email listserv. By combining qualitative coding of message content with the techniques of social network analysis, we reveal how facilitators and participants on the group listserv provided intellectual and emotional support, as well as positive reinforcement through feedback loops. The analysis also shows how the facilitators made this a helpful group and maintained participant engagement through frequent encouragement, deliberate community building, and thoughtfully timed responses. Conclusions Though many professional development workshops offer online support through email listservs, there is little evidence that these listservs successfully engage and support participants. Applying the analytic approach of social network analysis allowed us to model the conversation threads in one highly engaged and supportive listserv following a mathematics professional development workshop. This method revealed the processes of ongoing support in ways that traditional frequency-based analyses cannot. This method also revealed lessons for how other professional developers can create productive, helpful online support listservs. Since this is an innovative application of social network analysis, we describe the method in detail.
机译：背景研究不断显示出在大学教室中进行主动学习的好处，但是很难让教师采用这些方法。尤其具有挑战性的是教学变更过程的最后一步，即“重新冻结”，这是在对教学方法进行初始更改之后，教师决定是继续使用新的教学方法还是返回其先前的方法。尽管此阶段很重要，但尚未对其进行充分研究。关于教师专业发展之后，有关持续支持的大多数可用研究仅表明，协调员已努力提供支持，或通过计数列表服务或留言板上的帖子来报告参与者与在线支持机制互动的频率。这些措施没有显示出参与者实际上获得了积极的强化或智力和情感支持，这对重新冻结至关重要，也没有这些频率分析帮助其他专业开发人员学习如何创建可产生积极参与的生产性支持机制的证据。结果该研讨会针对35位大学数学讲师，通过在线和面对面的社区在“重新冻结”的工作后时期为参与者提供支持。几乎所有研讨会参与者都主要通过富有成效的，引人入胜的团体电子邮件列表服务来参加“电子指导”（94％）。通过将消息内容的定性编码与社交网络分析技术相结合，我们揭示了小组listserv上的促进者和参与者如何提供智力和情感支持，以及通过反馈回路的积极强化。分析还显示了主持人如何通过频繁的鼓励，刻意的社区建设和周到的响应时间使这个小组成为一个有用的小组并保持参与者的参与。结论尽管许多专业开发研讨会通过电子邮件列表服务器提供在线支持，但是很少有证据表明这些列表服务器成功地吸引了参与者并为参与者提供了支持。运用社交网络分析的分析方法，我们可以在数学专业发展研讨会之后，在一个高度参与和支持的列表服务中对对话线程进行建模。该方法以传统的基于频率的分析无法揭示的方式提供了持续支持的过程。此方法还揭示了其他专业开发人员如何创建高效，有用的在线支持列表服务的课程。由于这是社交网络分析的创新应用，因此我们将详细介绍该方法。

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