Unpacking the Role of Boundaries in Computer-Supported Collaborative Teaching
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In this study, we explore the role of boundaries for collaborative learning and transformation of work practices to occur. We report from a three-year action research project including well over 1800 h of participation by the authors. The empirical data are based on project participation work including observations and field notes, project reports, interviews and a questionnaire, within a school development project in Nordic elementary school. In the project, teachers and researchers from three Nordic countries, Norway, Sweden and Denmark, collaborated to develop novel, on-line teaching models for a Nordic Virtual Classroom. The virtual classroom refers to an educational setting where teaching and learning activities are conducted collaboratively in cross-national teams “in the cloud” by means of information technology. During the project, teachers were challenged in their current teaching practices and the project resulted in collaborative learning and transformation of work practice. In this paper, we explore underlying reasons for such transformation to occur by unpacking how and why boundaries can play a role in computer-supported collaborative teaching and stimulate a transformation towards digitalized teaching practices. The paper contributes with an explanation of how the composition of boundaries of a technological, organizational, and cultural nature operates and constitutes a resource for learning and principles for how boundaries can be used for such purpose.
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Number of citations to item: 9
- Sara Willermark (2021): Who’s There? Characterizing Interaction in Virtual Classrooms, In: Journal of Educational Computing Research 6(59), doi:10.1177/0735633120988530
- Karin Högberg, Sara Willermark (2023): “Am I supposed to call them?” Relearning interactions in the digital workplace, In: Journal of Workplace Learning 9(36), doi:10.1108/jwl-03-2023-0056
- Tzu-Hua Huang, Yuan-Chen Liu (2024): Evaluating Online Teaching Among Teachers, with an Emphasis on Scale Development and Validation Within Gender and Experience-Based Groups, In: The Asia-Pacific Education Researcher 2(34), doi:10.1007/s40299-024-00879-6
- Sara Willermark, Anna Sigridur Islind (2022): Seven educational affordances of virtual classrooms, In: Computers and Education Open, doi:10.1016/j.caeo.2022.100078
- Lena Pareto, Sara Willermark (2022): Tracing expansive learning in computer-supported collaborative teaching, In: Learning, Culture and Social Interaction, doi:10.1016/j.lcsi.2022.100617
- Sara Willermark, Anna Sigridur Islind (2022): Adopting to the virtual workplace: identifying leadership affordances in virtual schools, In: Journal of Workplace Learning 9(35), doi:10.1108/jwl-05-2022-0052
- Sara Willermark, Martin Gellerstedt (2022): Facing Radical Digitalization: Capturing Teachers’ Transition to Virtual Classrooms Through Ideal Type Experiences, In: Journal of Educational Computing Research 6(60), doi:10.1177/07356331211069424
- Pernilla Lagerlöf (2022): Interprofessional Dialogue and the Importance of Contextualising Children’s Participation: A Collaboration Between Different Disciplines Around New Technology, In: International Perspectives on Early Childhood Education and Development, doi:10.1007/978-3-031-14583-4_8
- Sara Willermark, Martin Gellerstedt, Pernilla Nilsson (2023): Surviving or thriving? Exploring school leaders’ perception of initiated digital transformation, In: School Leadership & Management 3(44), doi:10.1080/13632434.2023.2282618