RT info:eu-repo/semantics/article
T1 Understanding teacher design practices for digital inquiry–based science learning: the case of Go-Lab
A1 de Jong, Ton
A1 Gillet, Denis
A1 Rodríguez-Triana, María Jesús
A1 Hovardas, Tasos
A1 Dikke, Diana
A1 Doran, Rosa
A1 Dziabenko, Olga
A1 Koslowsky, Jens
A1 Korventausta, Miikka
A1 Law, Effie
A1 Pedaste, Margus
A1 Tasiopoulou, Evita
A1 Vidal, Gérard
A1 Zacharia, Zacharias C.
K1 Digital education
K1 Online labs
K1 Instructional design process
K1 Learning analytics
K1 Inquiry learning
AB Designing 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.
PB Springer
SN 1042-1629
YR 2021
FD 2021
LK https://uvadoc.uva.es/handle/10324/83188
UL https://uvadoc.uva.es/handle/10324/83188
LA eng
NO Educational Technology Research and Development, 2021, vol. 69, p. 417–444
NO Producción Científica
DS UVaDOC
RD 27-feb-2026