scholarly journals Identifying tertiary level educators' needs and understanding of the collaboration process analytics

2021 ◽  
Author(s):  
Mutlu Cukurova ◽  
Carmel Kent ◽  
Abayomi Akanji
Keyword(s):  
Online Learning ◽  
Social Network ◽  
Social Network Analysis ◽  
Network Analysis ◽  
Cognitive Load Theory ◽  
Tertiary Level ◽  
Effective Interactions ◽  
Process Analytics ◽  
Load Theory ◽  
Collaboration Process

There is little doubt about the significant role the educators play in supporting the collaboration process through monitoring and supporting effective interactions. However, little work explores the educators’ needs and understandings of the analytics generated to measure the process of collaboration in online learning settings. In this chapter, we first explain a new method of measuring the process of collaboration (CLaP) by drawing upon the collaboration cognitive load theory and utilising social network analysis. Then, we report the results of two educator workshops and a survey that investigated the educators’ understanding of the collaboration process visualisations compared to more commonly used participation measures such as the number of posts and the number of views. Our results show that although educators can indeed gain more insights into the collaboration process with CLaP visualisations, they are still considered limited and too complex to be easily adopted in practice. Moreover, currently, many educators are not evaluating the collaboration process in online settings at all, or when they do, they only rely on participation measures. We conclude the chapter with a discussion on the findings and their future implications.

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

scholarly journals Online learner self-regulation: Learning presence viewed through quantitative content- and social network analysis

2013 ◽  
Vol 14 (3) ◽  
pp. 427 ◽  
Author(s):  
Peter Shea ◽  
Suzanne Hayes ◽  
Sedef Uzuner Smith ◽  
Jason Vickers ◽  
Temi Bidjerano ◽  
...  
Keyword(s):  
Online Learning ◽  
Social Network ◽  
Social Network Analysis ◽  
Network Analysis ◽  
Self Regulation ◽  
Quantitative Content ◽  
Learning Journals ◽  
Successful Students ◽  
Blended Course ◽  
Learning Presence

<p>This paper presents an extension of an ongoing study of online learning framed within the community of inquiry (CoI) model (Garrison, Anderson, &amp; Archer, 2001) in which we further examine a new construct labeled as <em>learning presence</em>. We use learning presence to refer to the iterative processes of forethought and planning, monitoring and adapting strategies for learning, and reflecting on results that successful students use to regulate their learning in online, interactive environments. To gain insight into these processes, we present results of a study using quantitative content analysis (QCA) and social network analysis (SNA) in a complementary fashion. First, we used QCA to identify the forms of learning presence reflected in students’ public (class discussions) and more private (learning journals) products of knowledge construction in online, interactive components of a graduate-level blended course. Next, we used SNA to assess how the forms of learning presence we identified through QCA correlated with the network positions students held within those interactional spaces (i.e., discussions and journals). We found that the students who demonstrated better self- and co-regulation (i.e., learning presence) took up more advantageous positions in their knowledge-generating groups. Our results extend and confirm both the CoI framework and previous investigations of online learning using SNA.</p>

scholarly journals Social Network Analysis and Online Learning Communities in Higher Education: A Systematic Literature Review

2019 ◽  
Vol 23 (1) ◽  
Author(s):  
Shazia K. Jan ◽  
Panos Vlachopoulos ◽  
Mitch Parsell
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Social Network ◽  
Social Network Analysis ◽  
Network Analysis ◽  
Literature Review ◽  
Learning Communities ◽  
Systematic Literature Review ◽  
Online Learning Communities ◽  
Analytical Technique

This paper presents the results of a systematic literature review which sets out to explore the use of social network analysis (SNA) for investigating online learning communities in higher education. The impetus for such a review originated from an increased interest by researchers in SNA techniques to investigate interactions and learning engagement in various types of online communities. However, the researchers often omit to ground their research and SNA methods in community based learning frameworks such as communities of inquiry (CoI) and communities of practice (CoP). We identified a handful of studies that integrate SNA methods and key constructs from these frameworks and examined: SNA measures and corresponding theoretical constructs used; other analytical techniques used; limitations and; suggestions for further research. We found that while SNA is effective in detecting prominent participants, sub-groups and certain aspects of a CoP, a specific SNA measure cannot be correlated with a particular presence in a CoI. Therefore, SNA needs to be complemented with a qualitative analytical technique. Whether SNA can be used as a stand-alone technique for identifying communities remains to be seen. We also find a lack of consideration to attributional and performance variables in existing studies. In conclusion, we propose the development of a fully integrated research framework for a holistic analysis of online learning and teaching.

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