Centrality Measures and Academic Achievement in Computerized Classroom Social Networks: An Empirical Investigation

Autor/inn/en	Reychav, Iris; Raban, Daphne Ruth; McHaney, Roger
Titel	Centrality Measures and Academic Achievement in Computerized Classroom Social Networks: An Empirical Investigation
Quelle	In: Journal of Educational Computing Research, 56 (2018) 4, S.589-618 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633117715749
Schlagwörter	Junior High School Students; Academic Achievement; Computer Uses in Education; Social Media; Social Networks; Network Analysis; Handheld Devices; Information Sources; Computer Mediated Communication; Cooperative Learning; Multimedia Materials; Hypermedia; Hypothesis Testing; Comparative Analysis; Correlation; Multiple Regression Analysis; Experiments; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Schulleistung; Computernutzung; Soziale Medien; Social network; Soziales Netzwerk; Netzplantechnik; Information source; Informationsquelle; Computerkonferenz; Kooperatives Lernen; Hypothesenprüfung; Hypothesentest; Korrelation; Erprobung; Ausland
Abstract	The current empirical study examines relationships between network measures and learning performance from a social network analysis perspective. We collected computerized, networking data to analyze how 401 junior high students connected to classroom peers using text- and video-based material on iPads. Following a period of computerized interaction, learning assessments were taken at individual or group consensus levels. Social network analysis suggested highly connected students became information sources with higher individual assessment achievements. Students receiving information from central sources exhibited higher achievements in group consensus treatments. Students acting as bridges between others on the network regulated themselves better and achieved higher academic outcomes. However, a subset of students were motivated by social interaction rather than learning task. This finding, consistent with general social networking research, cautions educators to ensure socializing does not override learning objectives when using classroom social networking. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01