Educator Capacity for Online Global Collaborative Learning: Developing a Framework

Educator Capacity for Online Global Collaborative Learning: Developing a Framework

Despite recent moves to online learning, online global collaborative learning does not seem to have been taken up as a daily practice by most educators in the K–12 context. Yet it is evident that early adopters are seeing the benefits of such practice, not only for students but for their own professional learning. The research described here uses single case-study methodology to investigate a small group of educators, located in a range of countries and with varied teaching experiences, who have identified the potential of global interactions. Data analysis, using manual and software-supported coding, identified three key influences on the educators’ personal pedagogies: their disposition to online learning, their approach to professional learning, and conceptual change. The findings were used to construct an online global collaborative learning framework, which has the potential to inform considerations about building educator capacity in digital pedagogical knowledge