Promoting social network awareness: A social network monitoring system

Cadima, Rita; Ferreira, Carlos; Monguet, Josep María; Fernandez, Joaquín del Río

doi:10.1016/j.compedu.2009.11.009

Cited by 24 publications

(19 citation statements)

References 19 publications

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“…Chen et al (2008) developed a data mining method for social interactive networks, in which a prediction model based on peer's social status is used (including social position and interaction) to recommend appropriate peers for a help seeker. Within an SNA e-learning environment, network centrality (ie, social network position) can markedly influence learning effectiveness (Cadima et al, 2010;Chen et al, 2008;El-Bishouty et al, 2007;Yang et al, 2007). Students with high centrality outperform those with low centrality on learning achievement (Cadima, Ojeda & Monguet, 2012).…”

Section: Introductionmentioning

confidence: 97%

“…Social network awareness While raising the awareness of the learning and social activities of peers, social network awareness (SNA) is extensively adopted in e-learning as an effective strategy to promote the opportunities of informal learning, peer interaction and collaboration, as well as knowledge sharing (Cadima, Ferreira, Monguet, Ojeda & Fernandez, 2010;Chen, Hong & Chang, 2008;Dawson, 2008;El-Bishouty, Ogata & Yano, 2007;Yang, Chen, Kinshuk & Chen, 2007). A greater awareness and mutual cooperation among peers during learning positively affect on student motivation, subsequently elevating student's self-reflection capability towards learning (DiMicco, Hollenbach, Pandolfo & Bender, 2007).…”

Section: Introductionmentioning

confidence: 99%

“…Knowledge association refers to the level of proficiency of a candidate in terms of a specific knowledge domain. Cadima et al (2010) developed an SNA system that provides peer social status, which focuses on facilitating knowledge sharing. The system provides two information types visually: social network tie among community members and interaction pattern (including the number of contacts, number of knowledge receiving transfers and knowledge giving transfers).…”

Section: Introductionmentioning

confidence: 99%

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The impacts of network centrality and self‐regulation on an e‐learning environment with the support of social network awareness

Lin¹,

Huang²,

Chuang³

2013

Brit J Educational Tech

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An e-learning environment that supports social network awareness (SNA) is a highly effective means of increasing peer interaction and assisting student learning by raising awareness of social and learning contexts of peers. Network centrality profoundly impacts student learning in an SNA-related e-learning environment. Additionally, self-regulation behavior significantly influences online learning of students. However, exactly how network centrality and self-regulation influence learning behavior and effectiveness in an e-learning environment remains unclear. Therefore, this study investigates how both variables (ie, network centrality and self-regulation) impact student learning in an SNA-related e-learning environment. Analytical results indicate that the student group with high-level centrality and low-level self-regulation more significantly progresses in learning achievement than the other groups. The second finding shows the group also has the highest number of students asking for help, revealing they have the highest system utilization rate.

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Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The impacts of network centrality and self‐regulation on an e‐learning environment with the support of social network awareness

Lin¹,

Huang²,

Chuang³

2013

Brit J Educational Tech

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“…Numerous studies have developed methods to increase context awareness for online learning communities. According to Janssen and Bodemer (2013), two common categories are peer social-context awareness (SA) (Cadima et al 2010;Chen and Chang 2012;Janssen et al 2007; Kimmerle and Cress 2008), and peer knowledge (or cognitive)-context awareness (KA) El-Bishouty et al 2007;Engelmann et al 2010;Sangin et al 2011). …”

Section: Introductionmentioning

confidence: 99%

Peer interaction and social network analysis of online communities with the support of awareness of different contexts

Lin

Mai

Lai

2015

Intern. J. Comput.-Support. Collab. Learn

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Although several studies related to social-context awareness (SA) and knowledgecontext awareness (KA) argued that each (SA or KA) can individually enhance peer interaction in an online learning community, other studies reached opposite conclusions. These conflicting findings likely stem from different experimental settings. Most importantly, few studies have investigated the difference between the impacts of SA and KA under an identical experimental setting, which can be used to determine whether SA or KA better enhances peer collaboration. Restated, direct empirical comparisons of these two approaches are lacking. This work simultaneously investigates the impacts of SA and KA on quantitative and qualitative peer interaction and learning performance using the same experimental setting. Additionally, an underlying repeated-measurement design is applied to investigate peer interaction patterns and learning performance in SA and KA communities. Experimental results show that SA can stimulate more quantitative peer interaction than KA. However, both SA and KA have limited capacity to elicit qualified message content, even in a longitudinal experiment. Although the scores of SA and KA communities did not differ significantly on the first posttest, the SA community had significantly better learning performance on the second posttest, likely related to more extensive and frequent interaction among peers within the SA community.

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“…Instructors access these elements -a process which will be monitored by the system (Cadima et al, 2010) -and recombine them in various ways to enhance their teaching efforts. The more elements are accessed, the stronger the apparent selection to maintain them.…”

Section: Cwis 294mentioning

confidence: 99%

Digital Socrates: a system for disseminating and evaluating best practices in education

McEachron

Bach

Sualp

2012

Campus-Wide Information Systems

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Purpose -The purpose of this paper is to examine existing learning innovation systems and propose a systematic methodology of delivering educational innovations in the right amount, in the right place and at the right time. Design/methodology/approach -Higher education is not effectively incorporating new discoveries in cognitive science and human learning into effective teaching strategies. In this paper, the authors explore the various impediments to change. To partially overcome these barriers, Drexel University, in collaboration with Untra Academic Management Solutions, LLC, has embarked on the development of a knowledge management system to assist instructors in obtaining, implementing, evaluating and disseminating new educational innovations. The system as envisioned would be capable of adapting to various educational environments and evolving with changes in curricula, faculty expectations, learning outcomes and student characteristics. Findings -The SocraticNet as a learning environment is stimulated, based on Socratic inquiry among teachers and learners. It is an interactive social network system utilising Web 2.0-based emerging technologies fostering communication and sharing among faculty, students and others (e.g. librarians) engaged in a particular course or other educational experience. Students learn by sharing what they know, by asking questions, judging and evaluating the retrieved information, and using this information efficiently in completing their assignments or research papers. This approach results in multidimensional information flow -instructor to instructor, instructor to student, student to instructor, student to student -which adds a new richness to the interactions between faculty and students providing the framework for a true learning community.Research limitations/implications -The present work has been conducted at one institution. This can be extended to include more institutions and tried with different disciplines. There are implications for changes in relation to teaching and learning approached adopted in higher education and also for development of technology tailored to address issues emanating from the scenario. Practical implications -The research work presented has the potential to stimulate debate to further develop and refine thinking on the role and use of technology directed at improving teaching and learning in higher education. Originality/value -This paper examines learning and teaching styles in higher education taking cognizance of conditions and factors impeding new innovations in practice. Details discussions are presented and unique suggestions are made.

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Promoting social network awareness: A social network monitoring system

Cited by 24 publications

References 19 publications

The impacts of network centrality and self‐regulation on an e‐learning environment with the support of social network awareness

The impacts of network centrality and self‐regulation on an e‐learning environment with the support of social network awareness

Peer interaction and social network analysis of online communities with the support of awareness of different contexts

Digital Socrates: a system for disseminating and evaluating best practices in education

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