"The Influence of Social Network Learning Environment on Learning Outcomes by Learners' Psychological Characteristics"

2012 ◽  
Vol 28 (4) ◽  
pp. 707-728 ◽  
Author(s):  
Soyoung Kim
Keyword(s):  
Social Network ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Psychological Characteristics ◽  
Network Learning

scholarly journals Challenges in assessing the nature of effective collaboration in blended university courses

2020 ◽  
pp. 1-14
Author(s):  
Robert A Ellis ◽  
Ana-Maria Bliuc ◽  
Feifei Han
Keyword(s):  
Social Network ◽  
Social Network Analysis ◽  
Network Analysis ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Approaches To Learning ◽  
University Graduates ◽  
Analysis Techniques ◽  
Student Approaches To Learning ◽  
Effective Collaboration

The ability to collaborate effectively face-to-face and online represents a critical skill for university graduates. However, there are still challenges regarding how to accurately assess this skill through traditional student learning measures. To better understand the nature of effective collaboration of university students in blended courses, the current study drew on the student approaches to learning framework and social network analysis techniques. We examined how student approaches to inquiry, approaches to online learning technologies, perceptions of the blended learning environment, different learning outcomes and configurations of collaboration are related. The methodologies commonly used in student approaches to learning research identified deep and surface approaches to inquiry and technologies, positive and negative perceptions of the integration of the learning environment, and of online workload, which also showed logical alignment with relatively better and poorer academic achievement in the course. Based on approaches, perceptions, and learning outcomes, students were divided into groups orientated towards understanding versus reproducing learning. The social network analysis techniques revealed features of different configurations of collaborations by different groups of students and their choices as to whether and with whom to collaborate during the learning process. Nuanced differences were found amongst different configurations of collaborations. Implications for practice or policy: When assessing student experience of collaboration, social network analysis techniques may be able to describe nuanced differences amongst different collaborative configurations. To encourage students’ collaboration, assessment tasks involving a large proportion of mandatory collaborative activities should be considered. To help student improve experience of collaboration, teachers may consider pairing students with a reproducing learning orientation with those having a deep disciplinary understanding.

scholarly journals Empirical study on the effects of social network–supported group concept mapping

2020 ◽  
Vol 15 (1) ◽  
Author(s):  
Yen-An Shih ◽  
Ben Chang
Keyword(s):  
Social Network ◽  
Learning Environment ◽  
Social Networking ◽  
Concept Mapping ◽  
Concept Maps ◽  
Network Learning ◽  
Individual Concept ◽  
Group Concept Mapping ◽  
Environment Control ◽  
Group Concept

Abstract Social networks provide traditional concept mapping of new opportunities for concept construction with grouping, social interaction, and collaborative functions. However, little effort has been made to explore the effects of social network–supported concept mapping compared with traditional individual concept construction. This paper explores the effects of social network–supported group concept mapping (SCM) activity and compares them with the effects of individual concept mapping (ICM) activity. A platform named CoCoing.info (http://cocoing.info) is utilized to examine the SCM and ICM activities under three studies, which drove the following research questions: (1) Do map structure (i.e., propositions, hierarchies, examples, cross-links, and scores) and mapping activity (i.e., map modification period and frequency) differ between ICM and SCM in students on specialized courses? (2) Do map structure and mapping activity differ between ICM and SCM in students on general education courses? (3) What are the effects of group size on SCM? In study I, four classes are selected to ensure a strong social network learning environment control. On the basis of study I, study II extends the controlled environment within an open social networking environment with a total of 1106 SCM maps and 569 ICM maps to produce an improved overview of concept mapping. The findings of studies I and II are consistent, demonstrating that the students constructed more comprehensive concept maps and had a higher modification period and frequency with SCM than with ICM, which indicates that in a social network learning environment, SCM is favorable to ICM. Study III considers each participant’s contributions to identify an optimal group number. The results of study III indicate that groups with two to seven members perform better than larger groups. Overall, the findings demonstrate the benefits of integrating concept mapping with social networking for student learning outcomes.

scholarly journals Enhanced student perceptions of learning and performance using concept-point-recovery teaching sessions: a mixed-method approach

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Hyun Jin Cho ◽  
Michael R. Melloch ◽  
Chantal Levesque-Bristol
Keyword(s):  
Academic Success ◽  
Active Learning ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Student Perceptions ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Academic Learning ◽  
Control Group ◽  
The Impact

Abstract Background Active learning pedagogy has recently received a great deal of attention, and many universities have attempted to create student-centered learning environments to improve students’ academic success. The purpose of this study is to explore the impact of concept-point-recovery (CPR) teaching sessions as an active learning strategy on students’ perceptions of the learning environment, motivation, and academic learning outcomes in an electrical engineering course. To investigate the effectiveness of CPR sessions, students’ perceptions of learning and their performance were compared to those of students in a control classroom. Finally, students’ written comments on the course and instructor were explored in further analysis. Results The quantitative findings revealed that there was a significant change in students’ perceptions of learning after the CPR teaching sessions, and there was an increase in students’ perceptions and learning outcomes compared with those of the control group. In addition, the qualitative findings from students’ written feedback demonstrated that students felt that the instructor cared about students’ learning and success and that they had a positive learning environment. Conclusions CPR teaching sessions can be an alternative model for instructors to connect with students and create supportive environments to help students achieve academic success, which in turn promotes the satisfaction of students’ basic psychological needs and self-determined motivation. Therefore, increasing students’ engagement in their learning processes and making connections with students through CPR teaching sessions can facilitate improvements in students’ motivation and academic success. How this new active learning technique can be applied to higher education is discussed.

The Social Psychology of Homophily: The Collective Sentiments of Education Advocacy Groups

2020 ◽  
Vol 122 (6) ◽  
pp. 1-32
Author(s):  
Jonathan A. Supovitz ◽  
Christian Kolouch ◽  
Alan J. Daly
Keyword(s):  
Social Network ◽  
Common Core ◽  
Detection Algorithm ◽  
Psychological Characteristics ◽  
Thinking Style ◽  
Advocacy Groups ◽  
Narrative Thinking ◽  
The Social ◽  
The Common ◽  
Community Detection Algorithm

Background/Context As a major area of civic decision making, public education is a central arena for advocacy groups seeking to influence policy debates. An emerging body of research examines advocates’ use of social media. While debates about policy can be thought of as a clash of large ideas contained within frames, cognitive linguists note that framing strategies are activated by the particular words that advocates choose to convey their positions. Purpose/Objective/Research Question/Focus of Study This study examined the vociferous debate surrounding the Common Core State Standards on Twitter during the height of state adoption in 2014 and 2015. Combining social network analysis and natural language processing techniques, we first identified the organically forming factions within the Common Core debate on Twitter and then captured the collective psychological sentiments of these factions. Research Design The study employed quantitative statistical comparisons of the frequency of words used by members of different factions around the Common Core on Twitter that are associated in prior research with four psychological characteristics: mood, motivation, conviction, and thinking style. Data Collection and Analysis Data were downloaded from Twitter from November 2014 to October 2015 using at least one of three hashtags: #commoncore, #ccss, or #stopcommoncore. The resulting data set consisted of more than 500,000 tweets and retweets from more than 100,000 distinct actors. We then ran a community detection algorithm to identify the structural subcommunities, or factions. To measure the four psychological characteristics, we adapted Pennebaker and colleagues’ Linguistic Inquiry and Word Count libraries. We then connected the individual tweet authors to their faction based on the results of the social network analysis community detection algorithm. Using these groups, and the standardized results for each psychological characteristic/dimension, we performed a series of analyses of variance with Bonferroni corrections to test for differences in the psychological characteristics among the factions. Findings/Results For each of the four psychological characteristics, we found different patterns among the different factions. Educators opposed to the Common Core had the highest level of drive motivation, use of sad words, and use of words associated with a narrative thinking style. Opponents of the Common Core from outside education exhibited an affiliative drive motivation, a narrative thinking style, high levels of anger words, and low levels of conviction in their choice of language. Supporters of the Common Core used words that represented a more analytic thinking style, stronger levels of conviction, and words associated with a higher level of achievement orientation. Conclusions/Recommendations Individuals on Twitter, mostly strangers to each other, band together to form fluid communities as they share positions on particular issues. On Twitter, these bonds are formed by behavioral choices to follow, retweet, and mention others. This study reveals how like-minded individuals create a collective sentiment through their specific choice of words to express their views. By analyzing the underlying psychological characteristics associated with language, we show the distinct pooled psychologies of activists as they engaged together in political activity in an effort to influence the political environment.

scholarly journals Use of scenario development and personal learning environment and networks (PLE&N) to support curriculum co-creation

2018 ◽  
Vol 13 (2) ◽  
pp. 848-858 ◽  
Author(s):  
Eric Tsui ◽  
Nikolina Dragicevic
Keyword(s):  
Learning Environment ◽  
Learning Outcomes ◽  
Design Methodology ◽  
Working Environment ◽  
Scenario Development ◽  
Learning Space ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Business Environments ◽  
Constant Change

AbstractIn much of the current discussions on business environments, a recurring theme both for academics and practitioners is that it is marked by inherent uncertainty (unknown unknowns). Hence, knowledge workers must have skills and understanding of the possible ways to navigate through and adapt to constant change. However, the tendency of prevailing approaches to curriculum development to focus on (static) learning outcomes, we argue, is not appropriate to train young people to adapt to the unpredictable working environment. Instead, more dynamic approaches to curriculum are required, which would instead focus on learning as a continuous relearning and emergent process of adaptation and stimulate students' inquiry and intellectual and creative skills. This paper approaches the issue by discussing the opportunities of using scenario thinking and development together with a personal learning environment and network (PLE&N) for co-creating a curriculum with students, teachers, and practitioners in higher education. In short, the methodology underpinning scenario development recognizes that uncertainty can be best dealt with and understood from the perspective of a range of possibilities and multiple futures through a facilitated, coherently structured process. PLE&N, on the other hand, serves as a learning space which stimulates self-regulated and network-based learning. The paper contends that curriculum informed by such a design methodology would lead to more frequent and appropriate updates as well as equip students with skills to work in a volatile, uncertain, complex, and ambiguous (VUCA) environment.

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