Social network analysis for technology-enhanced learning: review and future directions

Sie, Rory; Ullmann, Thomas; Rajagopal, Kamakshi; Cela, Karina; Bitter-Rijpkema, Marlies; Sloep, Peter

doi:10.1504/ijtel.2012.051582

Cited by 26 publications

(14 citation statements)

References 66 publications

(58 reference statements)

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“…In a recent review of social network analyses in educational technology, Sie et al [17] classify study goals as visualization, analysis, simulation, or intervention. Work reviewed here fits in the first two types, and can be grouped into two broad categories: descriptive studies of the structure of student networks in online education, and research connecting students' network positions with performance measures.…”

Section: B Network Analyses Of Online Learningmentioning

confidence: 99%

Networks identify productive forum discussions

Traxler

Gavrin

Lindell³

2018

Phys. Rev. Phys. Educ. Res.

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Discussion forums provide a channel for students to engage with peers and course material outside of class, accessible even to commuter and non-traditional populations. As such, forums can build classroom community as well as aid learning, but students do not always take up these tools. We use network analysis to compare three semesters of forum logs from an introductory calculus-based physics course. The networks show dense structures of collaboration that differ significantly between semesters, even though aggregate participation statistics remain steady. After characterizing network structure for each semester, we correlate centrality with final course grade. Finally, we use a backbone extraction procedure to clean up "noise" in the network and clarify centrality/grade correlations. We find that network centrality is positively linked with course success in the two semesters with denser forum networks, and is a more reliable indicator than non-network measures such as post count. Backbone extraction destroys these correlations, suggesting that the "noise" is in fact signal and further analysis of the discussion transcripts is required.

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Section: B Network Analyses Of Online Learningmentioning

confidence: 99%

Networks identify productive forum discussions

Traxler

Gavrin

Lindell³

2018

Phys. Rev. Phys. Educ. Res.

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“…This service calculates CI specific metrics from the CIF data and provides these to the CI dashboard (Klein, 2014;Parent et al, 2015;Ullmann et al, 2014). Other services, such as for instance a Social Network Analysis (SNA) (Sie et al, 2012) service (see example Services in Figure 1) can be also built from the CIF data to provide additional analytics to the CI dashboard. The architecture of the CI Dashboard Service ( Figure 2) was designed to receive CIF structured data from community platforms, which is then analysed by various analytics services and finally produce visualisations.…”

Section: Users Requirements and Design Conceptsmentioning

confidence: 99%

A Visualisation Dashboard for Contested Collective Intelligence Learning Analytics to Improve Sensemaking of Group Discussion

Ullmann

Liddo

Bachler

2019

RIED

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La habilidad para participar y contribuir a los debates es importante para el aprendizaje informal y formal. Especialmente cuando se abordan temas altamente complejos, puede ser difícil apoyar a los alumnos que participan en una discusión grupal efectiva y mantenerse al tanto de toda la información generada colectivamente durante la discusión. La tecnología puede ayudar con el compromiso y razonamiento en debates tan grandes, por ejemplo, puede monitorear cuán saludable es un debate y proporcionar indicadores sobre la distribución de la participación. Un marco especial que pretende aprovechar la inteligencia de grupos de pequeños a muy grandes con el apoyo de herramientas de discurso y argumentación estructuradas es la Inteligencia Colectiva Controvertida (ICC). Las herramientas de CCI proporcionan una fuente rica de datos semánticos que, si se procesan de manera adecuada, pueden generar un sofisticado análisis del discurso en línea. Este estudio presenta un panel de visualización con varios análisis visuales que muestran aspectos importantes de los debates en línea que han sido facilitados por las herramientas de discusión de CCI. El tablero de instrumentos fue diseñado para mejorar la creación de sentidos y la participación en los debates en línea y se ha evaluado con dos estudios, un experimento de laboratorio y un estudio de campo, en el contexto de dos institutos de educación superior. Este artículo informa sobre los resultados de una evaluación de usabilidad del panel de visualización. Los hallazgos descriptivos sugieren que los participantes con poca experiencia en el uso de visualizaciones analíticas pudieron desempeñarse bien en determinadas tareas. Esto constituye un resultado prometedor para la aplicación de tales tecnologías de visualización, ya que las interfaces analíticas de aprendizaje centradas en el discurso pueden ayudar a apoyar el compromiso de los alumnos y su razonamiento en debates en línea complejos.

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“…Prior to conducting a systematic literature review a search should be undertaken for any existing relevant reviews that might address the subject under review thereby eliminating the need for the review (Staples & Niazi, 2007). At the time the original database searches were conducted in March 2017, we found one prior systematic literature review on SNA in e-learning (Cela et al, 2015) which mentions two other previous reviews (Sie et al, 2012;Zhao, Zhu, & Wu, 2011) on SNA. A rerun of the database searches in May 2018 identified another literature review (Dado & Bodemer, 2017) that examines trends in the application of SNA for investigating learner interactions in computersupported collaborative learning environments.…”

Section: Identifying the Need For A Systematic Reviewmentioning

confidence: 99%

Social Network Analysis and Online Learning Communities in Higher Education: A Systematic Literature Review

Jan

Vlachopoulos

Parsell

2019

OLJ

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This paper presents the results of a systematic literature review which sets out to explore the use of social network analysis (SNA) for investigating learning communities specifically, communities of practice (CoP) and community of inquiry (CoI) in higher education online learning (HEOL). The impetus for such a review originated from the reliance on extensive and time-consuming qualitative analysis typically required in research involving the CoP and CoI frameworks. The review consolidates and synthesizes existing research in HEOL in search of a methodological framework for structurally evaluating a CoP and/or CoI using SNA. We identified a handful of studies that integrate SNA measures and key structural components of the CoP and CoI frameworks and examined: SNA measures and corresponding theoretical components used; other analytical techniques used; limitations and; suggestions for further research. The selected studies reported disparate findings in terms of the relationship between SNA measures and the CoP and/or CoI components. The review also highlighted the need to complement SNA with a qualitative analytical technique. Therefore, whether SNA has the potential to be used as a stand-alone technique for structurally identifying communities remains to be seen. We also find a lack of consideration to attributional and performance variables in existing studies. In conclusion, we propose further research and the development of a fully integrated methodological framework which uses SNA to structurally evaluate a CoP and CoI.

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Social network analysis for technology-enhanced learning: review and future directions

Cited by 26 publications

References 66 publications

Networks identify productive forum discussions

Networks identify productive forum discussions

A Visualisation Dashboard for Contested Collective Intelligence Learning Analytics to Improve Sensemaking of Group Discussion

Social Network Analysis and Online Learning Communities in Higher Education: A Systematic Literature Review

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