The role of an online teaching platform in supporting different depths of teacher' collaborative practices within Dutch secondary education

Abstract

Teacher collaboration has been recognized to be important and plays a role in teachers’ professional development. Furthermore, the number of users of online teaching platforms has grown in the past few years; however, more research is needed to determine how these platforms can support teacher collaboration. This study aims to determine the possible role of an online teaching platform in supporting different depths of teachers’ collaborative practices. To achieve this aim, this thesis examines the occurrence and depth of teacher collaboration in an online teaching platform (OTP) and explores what supporting factors come into play regarding encouraging these collaborative practices in the context of the OTP. The current study, which is focused on secondary education in the Netherlands, employs a sequential mixed method using an OTP (LessonUp) using behavioural log data (schools, n=84; individual teachers, n=3236) and interview data (n=5). The behavioural log data shows that collaborative practices within schools are overall low. Regardless, the qualitative results reveal that in the cases where collaborative practices occur, different collaboration depths exist within the OTP. Also, the potential of the different collaborative tools within the OTP to support different depths of teacher collaboration, such as using the OTP as a structured way of sharing and dividing work among colleagues, is revealed. Yet, it cannot do so independently; a strong foundation of personal collaborative beliefs, supportive colleagues, a supportive school culture, and sufficient digital competencies are beneficial to fulfil an OTP’s supportive role during collaborative practices. In conclusion, this thesis illustrates how an OTP can support teachers’ collaborative practices and what external and internal fundaments are needed to achieve this supportive role, opening up a foundation for further research on how technology can enhance teacher collaboration.