Literaturnachweis - Detailanzeige
| Autor/inn/en | Cheng, Zui; Long, Yishi; Koehler, Adrie A. |
|---|---|
| Titel | Supporting Problem Solving with Asynchronous Online Discussions: A Social Network Analysis |
| Quelle | In: Educational Technology Research and Development, 70 (2022) 3, S.737-763 (27 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Cheng, Zui) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1042-1629 |
| DOI | 10.1007/s11423-022-10110-2 |
| Schlagwörter | Problem Solving; Asynchronous Communication; Discussion; Social Networks; Network Analysis; Electronic Learning; Online Courses |
| Abstract | Asynchronous online discussions (AODs) are a central component of online courses and have been widely implemented in case-based instruction (CBI). In online CBI, AODs offer learners a medium for making sense of complex problems, as they consider case topics collaboratively with peers and facilitators. Therefore, learners' interactions with others have the potential to impact the overall effectiveness of the method, and specifically, participating in AODS during CBI may help learners develop problem-solving skills. However, little research has considered how learners' interaction patterns in an AOD relate to the development of problem-solving skills during CBI. We used social network analysis (SNA) to consider the relationship between social interactions and learners' problem-solving skills, as it offers a way to consider the structure of learners' social interactions. We found that the number of posts, replies, and connections learners made in course discussions were related to problem-solving performance measured both in case analyses and overall course grade. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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