Using social network analysis to predict online contributions

Abstract

Although collaborative web-based tools are often used in blended environments such as education, little research has analysed the predictive power of face-to-face social connections on measurable user behaviours in online collaboration, particularly in diverse settings. In this paper, we use Social Network Analysis to compare users' pre-existing social networks with the quantity of their contributions to an online chat-based collaborative activity in a higher education classroom. In addition, we consider whether the amount of diversity present in one's social network leads to more online contributions in an anonymous cross-cultural collaborative setting. Our findings indicate that pre-existing social connections can predict how much users contribute to online education-related collaborative activities with diverse group members, even more so than academic performance. Furthermore, our findings suggest that future Web Science research should consider how the more traditionally 'qualitative' socio-cultural influences affect user participation and use of online collaborative tools.

A study on the influence of Korean Middle School students' relationship through Science class applying STAD cooperative learning

“…Koo and Kim (2011) told that through cooperative learning methods, students learned social skills such as leadership, conflict resolution ability, and communication skills, and learned to trust each other. Mittelmeier, Heliot, Rienties and Whitelock (2016) said that when participating in collaborations through cooperative learning, students can form positive social relations with more various colleagues. In addition, STAD Cooperative Learning developed improving cooperative relationships between cooperative relationships and mutual relationships among friends, and these days, prevent problems of school bullying, school violence, school violence, and so on.…”