This work was supported by the National Natural Science Foundation of China [grant numbers 61272205 , 71503278 ]; the MOE (Ministry of Education in China) Project of Humanities and Social Sciences [grant number 15YJC880134 ]; and the Philosophy and Social Science Foundation Project of Hunan Province [grant number 15YBA099 ].
机构署名：
本校为第一且通讯机构
院系归属：
教育信息技术学院
摘要：
A four-stage online collaborative learning approach to supporting teachers' professional development was proposed and described in this paper. This study investigated primary school teachers' interactive networks and social knowledge construction behavioral patterns in online collaborative learning activities. The subject of this study was 83 primary school Chinese teachers who were participating in a structured online professional development program that was 6 months in duration. By combining social network analysis, content analysis and lag ...
