Cohesion and roles: network analysis of CSCL communities

Aviv, Reuven; Erlich, Zippy; Ravid, Gilad

doi:10.1109/icalt.2003.1215045

Cited by 16 publications

(9 citation statements)

References 11 publications

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“…SNA may evaluate critical items such as graphs, properties and the relationships among them (Dawson, ). Aviv, Erlich and Ravid () have empirically supported the assertion that structured design allows high‐level knowledge construction and that knowledge construction is related to cohesion and equivalence network structures by using SNA. The network supports democratic knowledge‐building when numerous direct links exist between participants (Sha & van Aalst, ).…”

Section: Literature Reviewmentioning

confidence: 95%

A social network analysis of teaching and research collaboration in a teachers' virtual learning community

Lin

Hu²,

Hu³

et al. 2014

Brit J Educational Tech

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Analysing the structure of a social network can help us understand the key factors influencing interaction and collaboration in a virtual learning community (VLC). Here, we describe the mechanisms used in social network analysis (SNA) to analyse the social network structure of a VLC for teachers and discuss the relationship between face‐to‐face and online collaborations. In contrast to previous research applying SNA to analyse measuring indexes alone, we emphasise the mechanisms combining SNA, questionnaires, content analysis and focus group interviews—the key methodology to analyse complex interaction in a VLC. On this basis, we present an analysis model for teachers' VLC and apply it to a teachers' VLC known as ‘IRIS’. The study participants comprised 172 K12 teachers aged between 25 and 55 years. This study collected collaboration data from 2006 to 2012 and analysed the social network structure using sociograms, centrality, cohesive subgroups, clique phenomenon, and matrix correlation of SNA. These findings suggest that face‐to‐face and online collaborations are both indispensable in teaching and in research and continuously supplement and remedy each other in professional development. Moreover, the model succeeded in accessing, describing and analysing the social network structure of a VLC.

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Section: Literature Reviewmentioning

confidence: 95%

A social network analysis of teaching and research collaboration in a teachers' virtual learning community

Lin

Hu²,

Hu³

et al. 2014

Brit J Educational Tech

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“…Finally, the levels of knowledge construction in contributions of students performing the role of moderator or developer of alternatives are examined. Building on previous research emphasising the importance attributed to structure in general (De Wever et al, 2002;Gilbert and Dabbagh, 2005; and more specifically to roles Aviv et al, 2003;Aviv, 2000;Strijbos et al, 2004), building on the literature of related research fields mentioned in the introduction, and taking into account that specific guidelines were provided to student moderators, the following hypotheses are tested: higher levels of knowledge construction can be observed in contributions of students in conditions with (1) a student as moderator (versus instructor-moderated discussions) and (2) a developer of alternatives; (3) an interaction effect between both variables exists: the combination of a student moderator and a developer of alternatives leads to higher levels of knowledge construction; and (4) students performing the role of moderator and developer of alternatives both contribute messages reflecting higher levels of knowledge construction.…”

Section: Hypothesesmentioning

confidence: 99%

“…Roles in particular can serve as a scripting tool to support the process of social negotiation in the discussions. They are seen as important factors in determining the quality of knowledge construction in a community (Aviv et al, 2003). Furthermore, research revealed that roles appear to affect the perceived level of group efficiency and elicit more task content statements (Strijbos et al, 2004).…”

Section: The Introduction Of Roles As a Structuring Toolmentioning

confidence: 99%

Discussing Patient Management Online: The Impact of Roles on Knowledge Construction for Students Interning at the Paediatric Ward

Wever

Winckel

Valcke

2006

Adv in Health Sci Educ

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Please cite as:De Wever, B., Van Winckel, M., & Valcke, M. (2008). Discussing patient management online: The impact of roles on knowledge construction for students interning at the paediatric ward. Advances in Health Sciences Education, , 13,[25][26][27][28][29][30][31][32][33][34][35][36][37][38][39][40][41][42] Abstract. The objectives of this study are to explore the use of asynchronous discussion groups during medical students' clinical rotation in paediatrics. In particular, the impact of role assignment on the level of knowledge construction through social negotiation is studied. Casebased asynchronous discussion groups were introduced to enhance reflection and critical thinking on patient management and treatment, and to offer an exercise in evidence-based medical practice. Groups of approximately 4-5 students were asked to discuss 4 authentic cases during clinical rotation in paediatrics. 49 students interning at the paediatric ward participated in this study. With respect to role assignment, differences between groups (1) with a student or an instructor as moderator and (2) with or without a developer of alternatives for patient management were explored. A content analysis was performed to explore the different levels of social construction of knowledge. The results of multilevel logit analyses show a significant difference in knowledge construction through social negotiation between conditions with a student moderator and conditions where the instructor is moderating, but only when a developer of alternatives is involved. No significant difference was revealed between student-moderated and instructor-moderator groups without a developer of alternatives. It can be concluded that when both the moderator and developer role are assigned to students, their contributions are more likely to reflect a high level of knowledge construction.

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“…Roles are seen as important factors in determining the quality of knowledge construction in a community (Aviv et al 2003). They compel students to focus on their responsibilities in the discussion group and on the content of their contributions.…”

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confidence: 99%

Scripting by assigning roles: Does it improve knowledge construction in asynchronous discussion groups?

Schellens

Keer

Wever

et al. 2007

Computer Supported Learning

113

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This article describes the impact of learning in asynchronous discussion groups on students' levels of knowledge construction. A design-based approach enabled the comparison of two successive cohorts of students (N=223 and N=286) participating in discussion groups for one semester. Multilevel analyses were applied to uncover the influence of student, group, and task variables on the one hand, and the specific impact of a particular form of scripting -namely the assignment of roles to group members -on the other. Results indicate that a large part of the overall variability in students' level of knowledge construction can be attributed to the discussion assignment. More intensive and active individual participation in the discussion groups and adopting a positive attitude towards the learning environment also positively relates to a higher level of student knowledge construction. Task characteristics -differences between the consecutive discussion themes -appeared to significantly affect levels of knowledge construction, although further analysis revealed that these differences largely disappeared after correcting for task complexity. Finally, comparisons between both cohorts revealed that the introduction of student roles led to significantly higher levels of knowledge construction. An effect size of 0.5 was detected.

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Cohesion and roles: network analysis of CSCL communities

Cited by 16 publications

References 11 publications

A social network analysis of teaching and research collaboration in a teachers' virtual learning community

A social network analysis of teaching and research collaboration in a teachers' virtual learning community

Discussing Patient Management Online: The Impact of Roles on Knowledge Construction for Students Interning at the Paediatric Ward

Scripting by assigning roles: Does it improve knowledge construction in asynchronous discussion groups?

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