Networked Learning Dynamics in Online Instruction: An Action Research Study

Abstract

This paper describes a research project in progress which focuses on the use of sequential analysis to identify student strategies and cognitive load within a networked learning model adopted in an online postgraduate course. Regarding the network design, epistemic, social and set aspects have been considered in the course structure and are briefly presented here. In particular, it is hypothesized that individual sequences can be related to student learning outcomes and cognitive load. The design and delivery of the course will be analyzed using an action research approach complemented by data analytics techniques using PRom and Python.