Exploring the Peer Interaction Effects on Learning Achievement in a Social Learning Platform Based on Social Network Analysis

Abstract

The benefits of social learning have been recognized by existing research. To explore knowledge distribution in social learning and its effects on learning achievement, we developed a social learning platform and explored students' behaviors of peer interactions by the proposed algorithms based on social network analysis. An empirical study was also conducted on a college course to investigate the correlation between peer interaction and learning achievement. The experiment results show that the students who tended to actively contribute knowledge to peers on the social learning platform had better learning achievements than the students who were used to the passive reception of knowledge. Besides, the knowledge transmitters and intermediaries performed better in learning achievement as well, and the knowledge contributors had closer interactions with their peers. The implications derived from the findings can inspire instructors/researchers to facilitate effective social learning, and provide suggestions to develop effective algorithms to analyze social interaction behaviors.

A Qualitative Analysis of Implementing E-Learning during the COVID-19 Lockdown

“…These perceptions valued two differentiating e-learning methodology features: on the one hand, having to create collaborative environments among students to promote suitable T/L processes. Previous studies have shown that peer interaction is essential for online learning [88][89][90][91][92][93]. Moreover, [94] found that peer interaction is not only important for student satisfaction, with a well laid-out design and interaction with teachers, but active discussion among peers was also relevant.…”

Supplementary Discourse - Forming an Online Learning Community with Asynchronous Discussions

“…This is not unexpected, as online lessons were traditionally taught in an online manner with limited room for discussion and coincides with previous studies. − ,, Furthermore, 85% express their hesitance in asking questions during tutorial sessions, which could easily translate to shyness and a lack of proactive engagement in other social platforms as well. This lack of engagement, which then leads to a lack of peer interactions is one that hampers the formation of learning communities significantly, having detrimental effects on student learning. − , …”

“…This lack of engagement, which then leads to a lack of peer interactions is one that hampers the formation of learning communities significantly, having detrimental effects on student learning. [10][11][12][13][14]30 As a solution to the problem of student shyness and reluctance in participation, both faculty and student tutors actively directed questions to the student body. For instance, if a question was asked to the lecturer personally, via email or messaging to the lecturer or peer tutor, students were directed to post the question publicly, allowing other students to discuss and propose solutions.…”

“…In particular, student learning communities are an important requisite to learning in many courses. Notably, peer interaction among students is a fundamental aspect of learning, and its impairment in online learning environments results in a detrimental effect on student learning outcomes. − Yemen-Karpuzcu et al characterized the interaction between students as “...an important requirement for learning since it provides opportunities for them to formulate ideas, reveal their understanding, and reflect on their thoughts.” A community of discourse also engages peers to construct ideas genuinely and increases student achievement . Lastly, the loss of peer interactions in online courses also increases attrition rate, exacerbates educational inequalities, and hampers student well-being and motivation. − …”

Learning Behaviors and Cognitive Participation in Online-Offline Hybrid Learning Environment

“…Hybrid learning, which is in line with the national strategy of information-based education, can promote the autonomous learning ability, cooperative learning ability, and personalized development of students [7][8][9][10][11]. Thanks to the quick proliferation of online learning platforms in schools at all levels, the online learning of hybrid learning is blessed with a strong technical support [12][13][14][15]. Whether online learning or offline learning, the learning quality hinges on the good learning behaviors and learning participation [16][17][18].…”