A Longitudinal Analysis of Knowledge Spillovers in the Classroom

In classroom teaching, teachers make increased use of collaborative learning and educational technology to enhance the learning experience of students. Most researchs on team-learning focuses on learning within teams. However, to what extent do learners share knowledge inside and between teams during a course? This study took place in a third-year course on international economics, whereby 57 students were divided into 11 teams and learned and collaborated in an innovative blended learning environment. A mixed-method approach of social network analysis (SNA) techniques was used to measure learning within and between teams in a longitudinal manner. Afterwards, a qualitative critical event recall of the teacher was used in order to reflect upon the results of the SNA.

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