Social Network Interaction and Self-Regulated Learning Skills: Community Development in Online Discussions

Autor/inn/en	Yen, Cherng-Jyh; Tu, Chih-Hsiung; Ozkeskin, Emrah Emre; Harati, Hoda; Sujo-Montes, Laura
Titel	Social Network Interaction and Self-Regulated Learning Skills: Community Development in Online Discussions
Quelle	In: American Journal of Distance Education, 36 (2022) 2, S.103-120 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ozkeskin, Emrah Emre) ORCID (Harati, Hoda) ORCID (Sujo-Montes, Laura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-3647
DOI	10.1080/08923647.2022.2041330
Schlagwörter	Social Networks; Metacognition; Learning Strategies; Computer Mediated Communication; Communities of Practice; Social Cognition; Online Courses; Graduate Students; Student Attitudes; Likert Scales; Network Analysis + Suchen Sie Ihr Suchwort? Social network; Soziales Netzwerk; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Computerkonferenz; Community; Soziale Kognition; Online course; Online-Kurs; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Likert-Skala; Netzplantechnik
Abstract	This study empirically investigated: How will various aspects of students' prominence (i.e., betweenness, closeness, and eigenvector centralities) in the social network interaction of online discussion change over time? And how will Self-Regulated Learning (SRL) skills moderate the trend over time on various aspects of students' prominence in social network interaction? The results suggested that students' closeness centrality increased over time regardless of students' SRL skill levels. With the online discussion, students developed a stronger sense of diversified learning community and thus formed more competent communities of learners by sharing values and resources, actively and interactively, to sustain the learning community. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01