Exploring the relationships between interaction measures and learning outcomes through social network analysis: the mediating role of social presence

Lim, Jieun

doi:10.1186/s41239-023-00384-8

Cited by 11 publications

(3 citation statements)

References 42 publications

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“…The teacher guides students in drawing conclusions based on the results of the discussion. Student interaction in discussing and interacting with groups will affect learning outcomes (Lim, 2023).…”

Section: Results Of Student Activity Data Analysismentioning

confidence: 99%

Student Learning Outcomes on Ecology and Biodiversity with the Construcvism Approach Learning Discovery Models

Linawati,

Indriyanti,

Ridlo

2023

JISE

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The research aims to analyze student learning outcomes, analyze student activities, analyze student responses and analyze teacher responses with a constructivist approach to discovery learning models. The form of research is pre experimental design, pre test-post test control group design. The population in this study were all junior high students of class VII even semester of SMP N 1 Brangsong, while the research sample was class VIIA and VIIB. Learning outcomes were analyzed using the t-test, while student activities, student responses and teacher responses were analyzed descriptively. The results showed that the gainscore of the experimental class was 31.54 while that of the control class was 25.92, while the significant value of the T-test was 0.000, the activity of the experimental class students was 93.6%, the student response was 89.69% positive while 10.31% was negative and the teacher's response was 85. 7% strongly agree. The conclusion of this study is that the results of student learning on ecology and biodiversity with a constructivist approach to the discovery learning model are better than the control class, the material for ecology and biodiversity with a constructivism approach, the discovery learning model makes students more active, students' responses Ecology and biodiversity material using a constructivist approach to the discovery learning model is positive and the teacher's response to the material on ecology and biodiversity using a constructivist approach to discovery learning model is positive, so it is very agreeable to be applied.

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Section: Results Of Student Activity Data Analysismentioning

confidence: 99%

Student Learning Outcomes on Ecology and Biodiversity with the Construcvism Approach Learning Discovery Models

Linawati,

Indriyanti,

Ridlo

2023

JISE

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“…Social presence of teachers and peers may reduce feelings of social isolation and loneliness (Hung-Yuan et al, 2017;Phirangee and Malec, 2017). However, social presence also renders concrete benefits for group learning; for example, comparing notes and correcting misunderstandings as well as it helps building trust and communities of learners (Hostetter, 2013;Richardson et al, 2017;Poth, 2018;Lim, 2023). It is therefore that social presence has gained an increasing interest by teachers and researchers involved in designing online, hybrid, and blended learning environments, particularly group learning settings known as computer-supported collaborative learning (CSCL).…”

Section: Introductionmentioning

confidence: 99%

Towards a comprehensive framework of social presence for online, hybrid, and blended learning

Kreijns,

Yau,

Weidlich

et al. 2024

Front. Educ.

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Social presence, which refers to the psychological phenomenon of perceiving other persons in technology mediated communication as “real” and with whom one can connect, has gained an increasing interest by teachers and researchers involved in designing online, hybrid, and blended learning environments, particularly group learning settings known as computer-supported collaborative learning (CSCL). While some scholars attribute social presence primarily to the physical attributes of communication media, others emphasize the importance of social contextual and individual factors. Despite considering these factors, they still cannot fully explain the varying degrees of social presence experienced across different communication and collaboration modes and modalities. Consequently, there is a need for a more comprehensive theoretical account on the antecedents of social presence. In this article we propose such an account that integrates the social information processing (SIP) theory, construal level theory (CLT), and telepresence theory into one social presence framework. In line with CLT, we propose that social presence is also influenced by the impressions (construals) we construct from other persons not only through the accumulation of messages over time but also through the psychological distance we feel to those persons, which may be imposed by features of the communication media or realities of the learning context. Further, in line with telepresence theory, we propose that social presence is influenced by the sense of being “present” in the remote physical or virtual place, as this is where other salient persons “are.” This comprehensive theoretical framework allows us to understand varying degrees of social presence while in (pseudo) real-time and asynchronous communication and collaboration using a variety of different communication media ranging from text-based (e.g., e-mail, instant text messaging) to immersive (e.g., 3D computer generated; a physical remote place).

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“…Social presence posits those members of an online learning community can project themselves as real to others in the online environment (Swan, 2021). Traditionally, social presence interactions have been analyzed from a learner-learner point of view for mutual construction of meaning (e.g., Kyei-Blankson et al, 2019;Castellanos-Reyes, 2021;Lim, 2023). Yet, online learning environments allow for other types of interaction like those between learners and instructors, learners and content (Moore, 1989), learners and network (i.e., social media) (Dennen, 2013), and learners and the rules that govern the broader community (e.g., netiquette, curricula, institutional guidelines) (Jonassen and Rohrer-Murphy, 1999;Engeström, 2001;Yamagata-Lynch, 2010).…”

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confidence: 99%

The i-SUN process to use social learning analytics: a conceptual framework to research online learning interaction supported by social presence

Castellanos-Reyes,

Koehler,

Richardson

2023

Front. Commun.

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Interaction is an essential element of online learning and researchers had use Social Learning Analytics (SLA) to understand the characteristics of meaningful interaction. While the potential for network analysis in education (i.e., SLA) is valuable, limited research has considered how best to use this emerging field to inform meaningful interaction in online settings. Online learning researchers need a concise and simplified framework for SLA to support interaction in online learning environments. Therefore, we present a conceptual framework to make SLA accessible for researchers investigating learners' interactions in online learning. The framework includes concepts from network theory and the online learning literature integrated into a new perspective to analyze learners' online behaviors and interactions. We analyzed existing models and frameworks to show how network analysis has been used in online learning resulting in a conceptual environment to investigate learner interaction. The proposed i-SUN framework has four main steps: (1) interaction, (2) social presence alignment, (3) unit of analysis definition, and (4) network statistics and inferential analysis selection. We also identified five ways in which the i-SUN model contributes to the advancement of SLA in online interaction research and provide recommendations for empirical validation. As part of a sequence of manuscripts, we seek to offer a unique perspective to online learning researchers and practitioners by focusing on the social and pedagogical implications of applying network analysis to understand online learning interaction.

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Exploring the relationships between interaction measures and learning outcomes through social network analysis: the mediating role of social presence

Cited by 11 publications

References 42 publications

Student Learning Outcomes on Ecology and Biodiversity with the Construcvism Approach Learning Discovery Models

Student Learning Outcomes on Ecology and Biodiversity with the Construcvism Approach Learning Discovery Models

Towards a comprehensive framework of social presence for online, hybrid, and blended learning

The i-SUN process to use social learning analytics: a conceptual framework to research online learning interaction supported by social presence

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