The Curious Case of Centrality Measures: A Large-Scale Empirical Investigation

Autor/inn/en	Saqr, Mohammed; López-Pernas, Sonsoles
Titel	The Curious Case of Centrality Measures: A Large-Scale Empirical Investigation
Quelle	In: Journal of Learning Analytics, 9 (2022) 1, S.13-31 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Saqr, Mohammed) ORCID (López-Pernas, Sonsoles)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Measurement Techniques; Learning Analytics; Data Analysis; Academic Achievement; Cooperative Learning; Educational Indicators; Longitudinal Studies; Teaching Methods; Meta Analysis; Prediction; Intervals; Social Networks; Network Analysis; Problem Based Learning; Health Sciences; Undergraduate Students; Foreign Countries; Saudi Arabia + Suchen Sie Ihr Suchwort? Messtechnik; Auswertung; Schulleistung; Kooperatives Lernen; Educational indicato; Bildungsindikator; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teaching method; Lehrmethode; Unterrichtsmethode; Meta-analysis; Metaanalyse; Vorhersage; Social network; Soziales Netzwerk; Netzplantechnik; Problem-based learning; Problemorientiertes Lernen; Ausland; Saudi-Arabien
Abstract	There has been extensive research using centrality measures in educational settings. One of the most common lines of such research has tested network centrality measures as indicators of success. The increasing interest in centrality measures has been kindled by the proliferation of learning analytics. Previous works have been dominated by single-course case studies that have yielded inconclusive results regarding the consistency and suitability of centrality measures as indicators of academic achievement. Therefore, large-scale studies are needed to overcome the multiple limitations of existing research (limited datasets, selective and reporting bias, as well as limited statistical power). This study aims to empirically test and verify the role of centrality measures as indicators of success in collaborative learning. For this purpose, we attempted to reproduce the most commonly used centrality measures in the literature in all the courses of an institution over five years of education. The study included a large dataset (n=3,277) consisting of 69 course offerings, with similar pedagogical underpinnings, using meta-analysis as a method to pool the results of different courses. Our results show that degree and eigenvector centrality measures can be a consistent indicator of performance in collaborative settings. Betweenness and closeness centralities yielded uncertain predictive intervals and were less likely to replicate. Our results have shown moderate levels of heterogeneity, indicating some diversity of the results comparable to single laboratory replication studies. [Note: The appendix pages are not included in the page range since they are unnumbered.] (As Provided).
Anmerkungen	Society for Learning Analytics Research. 121 Pointe Marsan, Beaumont, AB T4X 0A2, Canada. Tel: +61-429-920-838; e-mail: info@solaresearch.org; Web site: https://learning-analytics.info/index.php/JLA/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01