Understanding teacher design practices for digital inquiry–based science learning: the case of Go-Lab

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dc.contributor.author Jong, Ton de
dc.contributor.authorGillet, Denis
dc.contributor.authorRodríguez Triana, María Jesús
dc.contributor.authorHovardas, Tasos
dc.contributor.authorDikke, Diana
dc.contributor.authorDoran, Rosa
dc.contributor.authorDziabenko, Olga
dc.contributor.authorKoslowsky, Jens
dc.contributor.authorKorventausta, Miika
dc.contributor.authorLaw, Effie
dc.contributor.authorPedaste, Margus
dc.contributor.authorTasiopoulou, Evita
dc.contributor.authorVidal, Gérard
dc.contributor.authorZacharia, Zacharias
dc.date.accessioned2025-09-19T06:34:50Z
dc.date.available2025-09-19T06:34:50Z
dc.date.issued2021-01-11
dc.date.updated2025-09-19T06:34:50Z
dc.description.abstractDesigning and implementing online or digital learning material is a demanding task for teachers. This is even more the case when this material is used for more engaged forms of learning, such as inquiry learning. In this article, we give an informed account of Go-Lab, an ecosystem that supports teachers in creating Inquiry Learning Spaces (ILSs). These ILSs are built around STEM–related online laboratories. Within the Go-Lab ecosystem, teachers can combine these online laboratories with multimedia material and learning apps, which are small applications that support learners in their inquiry learning process. The Go-Lab ecosystem offers teachers ready–made structures, such as a standard inquiry cycle, alternative scenarios or complete ILSs that can be used as they are, but it also allows teachers to configure these structures to create personalized ILSs. For this article, we analyzed data on the design process and structure of 2414 ILSs that were (co)created by teachers and that our usage data suggest have been used in classrooms. Our data show that teachers prefer to start their design from empty templates instead of more domain–related elements, that the makeup of the design team (a single teacher, a group of collaborating teachers, or a mix of teachers and project members) influences key design process characteristics such as time spent designing the ILS and number of actions involved, that the characteristics of the resulting ILSs also depend on the type of design team and that ILSs that are openly shared (i.e., published in a public repository) have different characteristics than those that are kept private.en
dc.identifier.citationde Jong, T., Gillet, D., Rodríguez-Triana, M. J., Hovardas, T., Dikke, D., Doran, R., Dziabenko, O., Koslowsky, J., Korventausta, M., Law, E., Pedaste, M., Tasiopoulou, E., Vidal, G., & Zacharia, Z. C. (2021). Understanding teacher design practices for digital inquiry–based science learning: the case of Go-Lab. Educational Technology Research and Development, 69(2), 417-444. https://doi.org/10.1007/S11423-020-09904-Z
dc.identifier.doi10.1007/S11423-020-09904-Z
dc.identifier.eissn1556-6501
dc.identifier.issn1042-1629
dc.identifier.urihttps://hdl.handle.net/20.500.14454/3670
dc.language.isoeng
dc.publisherSpringer
dc.rights© The Author(s) 2021
dc.subject.otherDigital education
dc.subject.otherInquiry learning
dc.subject.otherInstructional design process
dc.subject.otherLearning analytics
dc.subject.otherOnline labs
dc.titleUnderstanding teacher design practices for digital inquiry–based science learning: the case of Go-Laben
dc.typejournal article
dcterms.accessRightsopen access
oaire.citation.endPage444
oaire.citation.issue2
oaire.citation.startPage417
oaire.citation.titleEducational Technology Research and Development
oaire.citation.volume69
oaire.licenseConditionhttps://creativecommons.org/licenses/by/4.0/
oaire.versionVoR
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