An Integrated Home Financial Investment Learning Environment Applying Cloud Computing in Social Network Analysis

2011 ◽  
Author(s):  
Mao-Ping Wen ◽  
Hsio-Yi Lin ◽  
An-Pin Chen ◽  
Chyan Yang
Keyword(s):  
Cloud Computing ◽  
Social Network ◽  
Social Network Analysis ◽  
Network Analysis ◽  
Learning Environment ◽  
Financial Investment

Using Social Network Analysis to Understand Sense of Community in an Online Learning Environment

2008 ◽  
Vol 39 (1) ◽  
pp. 17-36 ◽  
Author(s):  
Demei Shen ◽  
Piyanan Nuankhieo ◽  
Xinxin Huang ◽  
Christopher Amelung ◽  
James Laffey
Keyword(s):  
Online Learning ◽  
Social Network ◽  
Social Network Analysis ◽  
Network Analysis ◽  
Learning Environment ◽  
Sense Of Community ◽  
Online Learning Environment

Social Network Analysis to Monitor Interactions in Virtual Learning Environment

2015 ◽  
Vol 13 (10) ◽  
pp. 3482-3487 ◽  
Author(s):  
A.S. Silva ◽  
S.R. Brito ◽  
N.L. Vijaykumar ◽  
C.A.J. Rocha ◽  
J.C.W.A. Costa ◽  
...  
Keyword(s):  
Social Network ◽  
Social Network Analysis ◽  
Network Analysis ◽  
Learning Environment ◽  
Virtual Learning ◽  
Virtual Learning Environment

scholarly journals Challenges in assessing the nature of effective collaboration in blended university courses

2020 ◽  
pp. 1-14
Author(s):  
Robert A Ellis ◽  
Ana-Maria Bliuc ◽  
Feifei Han
Keyword(s):  
Social Network ◽  
Social Network Analysis ◽  
Network Analysis ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Approaches To Learning ◽  
University Graduates ◽  
Analysis Techniques ◽  
Student Approaches To Learning ◽  
Effective Collaboration

The ability to collaborate effectively face-to-face and online represents a critical skill for university graduates. However, there are still challenges regarding how to accurately assess this skill through traditional student learning measures. To better understand the nature of effective collaboration of university students in blended courses, the current study drew on the student approaches to learning framework and social network analysis techniques. We examined how student approaches to inquiry, approaches to online learning technologies, perceptions of the blended learning environment, different learning outcomes and configurations of collaboration are related. The methodologies commonly used in student approaches to learning research identified deep and surface approaches to inquiry and technologies, positive and negative perceptions of the integration of the learning environment, and of online workload, which also showed logical alignment with relatively better and poorer academic achievement in the course. Based on approaches, perceptions, and learning outcomes, students were divided into groups orientated towards understanding versus reproducing learning. The social network analysis techniques revealed features of different configurations of collaborations by different groups of students and their choices as to whether and with whom to collaborate during the learning process. Nuanced differences were found amongst different configurations of collaborations. Implications for practice or policy: When assessing student experience of collaboration, social network analysis techniques may be able to describe nuanced differences amongst different collaborative configurations. To encourage students’ collaboration, assessment tasks involving a large proportion of mandatory collaborative activities should be considered. To help student improve experience of collaboration, teachers may consider pairing students with a reproducing learning orientation with those having a deep disciplinary understanding.

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