Temporal Networks in Collaborative Learning: A Case Study

Autor/inn/en	Saqr, Mohammed; Peeters, Ward
Titel	Temporal Networks in Collaborative Learning: A Case Study
Quelle	In: British Journal of Educational Technology, 53 (2022) 5, S.1283-1303 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Saqr, Mohammed)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13187
Schlagwörter	Social Networks; Network Analysis; Cooperative Learning; Electronic Learning; Collaborative Writing; Learning Strategies; Time; Grades (Scholastic); Learning Analytics + Suchen Sie Ihr Suchwort? Social network; Soziales Netzwerk; Netzplantechnik; Kooperatives Lernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Zeit; Notenspiegel
Abstract	Social Network Analysis (SNA) has enabled researchers to understand and optimize the key dimensions of collaborative learning. A majority of SNA research has so far used static networks, i.e., aggregated networks that compile interactions without considering "when" certain activities or relationships occurred. Compressing a temporal process by discarding time, however, may result in reductionist oversimplifications. In this study, we demonstrate the potentials of "temporal networks" in the analysis of online peer collaboration. In particular, we study: (1) social interactions by analysing learners' collaborative behaviour, part of a case study in which they worked on academic writing tasks, and (2) cognitive interactions through the analysis of students' self-regulated learning tactics. The study included 123 students and 2550 interactions. By using temporal networks, we show how to analyse the longitudinal evolution of a collaborative network visually and quantitatively. Correlation coefficients with grades, when calculated with time-respecting temporal measures of centrality, were more correlated with learning outcomes than traditional centrality measures. Using temporal networks to analyse the co-temporal and longitudinal development, reach, and diffusion patterns of students' learning tactics has provided novel insights into the complex dynamics of learning, not commonly offered through static networks. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01