Social networks, communication styles, and learning performance in a CSCL community

Cho, Hichang; Davidson, Barry D.; Ingraffea, Anthony R.

doi:10.1016/j.compedu.2005.07.003

Cited by 353 publications

(264 citation statements)

References 32 publications

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“…Ref. [24] associates betweenness to learning performance, although its relation is weaker than that of degree and closeness centrality, and [17] find that tutors and instructors show higher betweenness values, a result also found in [20].…”

Section: Online Class Interactions and Social Network Learning Anmentioning

confidence: 58%

Visualizations of Online Course Interactions for Social Network Learning Analytics

Hernández-García

González-González

Jiménez‐Zarco

et al. 2016

Int. J. Emerg. Technol. Learn.

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Abstract-Social network learning analytics aims to extract useful information to improve the learning process, but the variety of learning management systems makes this task burdensome and difficult to manage. This study shows how Gephi, a general-purpose, open-source social network analysis application, can be used by instructors and institutions to extract and visualize relevant information that is commonly hidden or difficult to observe for course coordinators and teachers. The empirical case study uses data from one cross-curricular course with 656 students at the Open University of Catalonia (UOC) and showcases the use of Gephi as a social network learning analytics tool. The study further discusses the potential of social network learning analytics to improve online instruction by visualization of educational data.

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Section: Online Class Interactions and Social Network Learning Anmentioning

confidence: 58%

Visualizations of Online Course Interactions for Social Network Learning Analytics

Hernández-García

González-González

Jiménez‐Zarco

et al. 2016

Int. J. Emerg. Technol. Learn.

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“…As educators who believe that learning is a social enterprise (Vygotsky, 1978) use such technologies, it seems natural for them to take a keen interest in SNS to support learning in both formal (Cho, Gay, Davidson, & Ingraffea, 2007;Dunlap & Lowenthal, 2009; and informal settings (Greenhow & Robelia, 2009;Selwyn, 2009). Such interest has led many educators and policymakers to attempt to regulate and leverage such technologies.…”

Section: Introductionmentioning

confidence: 99%

The fragmented educator 2.0: Social networking sites, acceptable identity fragments, and the identity constellation

Kimmons

Veletsianos

2014

Computers & Education

100

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Social Networking Sites (SNS) have been used to support educational and professional endeavors. However, little research has been done to understand the relationship between educator identity and participation in SNS or to examine the implications that institutional regulation of such media may have upon educator identity. Using grounded theory, in this study we developed a framework for understanding how a group of teacher education students viewed their developing identities within social networking sites as they began the life transition to becoming educators. The theory that emerged from this study proposes that educator identity consists of a constellation of interconnected acceptable identity fragments, which are each intentional, authentic, transitional, necessarily incomplete, and socially-constructed andresponsive. This view of educator identity contrasts sharply with previous views of identity by highlighting the complicated, negotiated, and recursive relationship that exists between educator participation in SNS and educator identity. Additionally, this perspective suggests that educator participation in SNS is neither fully representative of authentic identity (as prominent SNS models imply) nor dramaturgical. These findings yield important implications for educators, researchers, educational institutions, lawmakers, and SNS developers alike, because they lead to a more sophisticated understanding of identity and online participation that is essential for developing mechanisms to support moral and legal judgments, professionalism, and social interactions relative to SNS. 1 1 Abbreviations: AIF -acceptable identity fragment; SNS -social networking site Fragmented Educator 3

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“…A growingbody of research has demonstrated that professional networking is one of the central elements in collaborative learning environments [21][22][23]. Researchers have confirmed that these networks also play instrumental roles in learning environments as a conduit of resource and knowledge exchange [24] and as a source of support and socialization for distributed learners [23].…”

Section: Surgical Professional Collaborative Networkmentioning

confidence: 99%

TELMA: Technology-enhanced learning environment for minimally invasive surgery

Sánchez-González

Burgos

García

et al. 2013

Journal of Surgical Research

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Background: Cognitive skills training for minimally invasive surgery has traditionally relied upon diverse tools, such as seminars or lectures. Web technologies for e-learning have been adopted to provide ubiquitous training and serve as structured repositories for the vast amount of laparoscopic video sources available. However, these technologies fail to offer such features as formative and summative evaluation, guided learning, or collaborative interaction between users.

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Social networks, communication styles, and learning performance in a CSCL community

Cited by 353 publications

References 32 publications

Visualizations of Online Course Interactions for Social Network Learning Analytics

Visualizations of Online Course Interactions for Social Network Learning Analytics

The fragmented educator 2.0: Social networking sites, acceptable identity fragments, and the identity constellation

TELMA: Technology-enhanced learning environment for minimally invasive surgery

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