Social network analysis for e-learning environments

Studies have analyzed social networks considering a plethora of metrics for different goals, from improving e-learning to recommend people and things. Here, we focus on large-scale social networks defined by researchers and their common published articles, which form co-authorship social networks. Then, we introduce CNARe, an online tool that analyzes the networks and present recommendations of collaborations based on three different algorithms (Affin, CORALS and MVCWalker). Through visualizations and social networks metrics, CNARe also allows to investigate how the recommendations affect the co-authorship social networks, how researchers' networks are in a central and eagle-eye context, and how the strength of ties behaves in large co-authorship social networks. Furthermore, users can upload their own network in CNARe and make their own recommendation and social network analysis.

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Social network analysis of a gamified e-learning course: Small-world phenomenon and network metrics as predictors of academic performance

Computers in Human Behavior ◽

10.1016/j.chb.2016.02.052 ◽

2016 ◽

Vol 60 ◽

pp. 312-321 ◽

Cited By ~ 40

Author(s):

Luis de-Marcos ◽

Eva García-López ◽

Antonio García-Cabot ◽

José-Amelio Medina-Merodio ◽

Adrián Domínguez ◽

...

Keyword(s):

Academic Performance ◽

Social Network ◽

Social Network Analysis ◽

Network Analysis ◽

Small World ◽

E Learning ◽

Network Metrics ◽

Predictors Of Academic Performance

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The Sense of e-Learning Community Index (SeLCI) for Computer Supported Collaborative e-Learning (CSCeL)

Handbook of Research on Methods and Techniques for Studying Virtual Communities ◽

10.4018/978-1-60960-040-2.ch040 ◽

2011 ◽

pp. 672-698

Author(s):

Niki Lambropoulos

Keyword(s):

Social Network ◽

Social Network Analysis ◽

Network Analysis ◽

Learning Community ◽

Social Engagement ◽

Sense Of Belonging ◽

Skills Acquisition ◽

Online Teachers ◽

Community Identification ◽

E Learning

The aim of this research is to shed light in collaborative e-learning communities in order to observe, analyse and support the e-learning participants. The research context is the Greek teachers’ e-learning community, started in 2003 as part of a project for online teachers’ training and aimed at enabling teachers to acquire new competencies. However, these aims were not met because of passive participation; therefore this study aimed to enhance the Greek teachers’ social engagement to achieve the new skills acquisition. Therefore, the initial sense of community identification was based on empathy; however, because it was inadequate to fully describe the context,, a Sense of E-Learning Community Index (SeLCI) was developed. The new SeLCI attributes were: community evolution; sense of belonging; empathy; trust; intensity characterised by e-learners’ levels of participation and persistence on posting; collaborative e-learning quality measured by the quality in Computer Supported Collaborative eLearning (CSCeL) dialogical sequences, participants’ reflections on own learning; and social network analysis based on: global cohesion anchored in density, reciprocity, cliques and structural equivalence, global centrality derived from in- and out-degree centrality and closeness; and local nodes and centrality in real time. Forty Greek teachers participated in the study for 30 days using Moodle and enhanced Moodle with to measure participation, local Social network Analysis and critical thinking levels in CSCeL. Quantitative, qualitative, Social Network Analysis and measurements produced by the tools were used for data analysis. The findings indicated that each of the SeLCI is essential to enhance participation, collaboration, internalisation and externalisation of knowledge to ensure the e-learning quality and new skills acquisition. Affective factors in CSCeL (sense of belonging, empathy and trust) were also essential to increase reciprocity and promote active participation. Community management, e-learning activities and lastly, the technology appear to affect CSCeL.

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Applying Social Network Analysis and Social Capital in Personal Learning Environments of Informal Learning

Virtual Professional Development and Informal Learning via Social Networks ◽

10.4018/978-1-4666-1815-2.ch005 ◽

2012 ◽

pp. 75-92 ◽

Cited By ~ 1

Author(s):

Xiaojun Chen ◽

Jea H. Choi ◽

Ji Hyun Yu

Keyword(s):

Social Capital ◽

Social Network ◽

Social Network Analysis ◽

Network Analysis ◽

Informal Learning ◽

Learning Environments ◽

Personal Network ◽

Personal Learning ◽

Personal Learning Environments ◽

Collaboration Dynamics

Recently, researchers in the instructional technology and learning sciences arenas have started to pay attention to the concept of Personal Learning Environments (PLE). With the aim to investigate how social network theory could indicate the desired indicators for successful Personal Learning Environments, the authors are addressing social capital theory as a conceptual framework to understand the network landscape within informal learning environments. Social capital is an inherent property of network and collaboration dynamics, along with key indicators related to personal network measurements. Personal network analysis as a means to evaluate the social capital is discussed later in this chapter. This chapter is not about learning what or learning as becoming, but about how people learn with whom, and with what degree of influence. It will be helpful to educators or researchers who are interested in measuring academic and psychosocial outcomes within the presence of social capital when applying personal social network analysis in personal learning networks.

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