Blended learning communities

2010 ◽  
pp. 256-276 ◽  
Author(s):  
S. Annese ◽  
M. Traetta ◽  
P. F. Spadaro
Keyword(s):  
Social Network ◽  
Social Network Analysis ◽  
Network Analysis ◽  
Blended Learning ◽  
Learning Communities ◽  
Sense Of Belonging ◽  
Interactive Environments ◽  
Group Members ◽  
Psychosocial Processes ◽  
Specific Learning

Blended learning communities are defined by specific learning and psychosocial processes based on the multilayered sense of belonging of the group’s members, related to the merging of both virtual and real interactive contexts. This chapter focuses on the psychosocial dynamics of blended communities, in order to identify some specific participation strategies and identity dynamics, which both vary with the double interactive context. We used a qualitative variant of Social Network Analysis to analyse the interactions of two blended student communities, identifying various participation trajectories and identity positionings of the group members. The results revealed that the blending of two communication contexts generates different psychosocial dynamics from those activated by the same community in a wholly on- or offline context. The combination of interactive environments results in participation strategies in which members can choose distinctive trajectories, shaping their original identity positionings.

Instructional Design of Blended Learning with MOOCs and Social Network Analysis

2018 ◽  
Vol 24 (11) ◽  
pp. 7952-7955
Author(s):  
Helmi Norman ◽  
Norazah Nordin ◽  
Melor Md Yunus ◽  
Mohamed Ally
Keyword(s):  
Instructional Design ◽  
Social Network ◽  
Social Network Analysis ◽  
Network Analysis ◽  
Blended Learning

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

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.

scholarly journals Festival community networks and transformative place-making

2018 ◽  
Vol 11 (3) ◽  
pp. 335-349 ◽  
Author(s):  
David Jarman
Keyword(s):  
Social Network ◽  
Social Network Analysis ◽  
Network Analysis ◽  
Centrality Measures ◽  
Structured Interviews ◽  
Place Making ◽  
Dual Nature ◽  
Content Type ◽  
Attribute Data ◽  
Group Members

Purpose Festivals are often explicitly connected to the destinations in which they take place, explored here as contributing to broader processes of place-making and engagement with local communities. Place is defined at a local scale, primarily as experienced by volunteer contributors to an arts and cultural festival in urban Scotland. Networked relationships between festival volunteers inform the research methods and analysis, reflecting both observer and insider perspectives. This paper aims to comment on varying attitudes among the contributors, relating these findings to their positions in the festival’s social network. Design/methodology/approach Social network analysis methods were used to capture and examine data from a sample of festival volunteers: a survey instrument was distributed among individuals identified by the creative director, acting as a key informant. These data generated information on connections between the respondents, as well as demographic and opinion-based attribute data. Network centrality measures were used to sample the respondents for four follow-up interviews with festival volunteers. Findings The resulting network revealed a core-periphery structure to the festival’s organising team. The influential core group members were more established volunteers, recognised for their value to the team. The festival was widely endorsed as contributing to local place-making, though not uncritically. Management implications were identified for the dual nature of the festival organisation: a formal hierarchy with clear functional departments, acting as a platform for an intangible yet vital social network. Originality/value Social relationships are shown to have profound implications for the management and identity of this volunteer festival, in relation to its host neighbourhood. Combining social network analysis with semi-structured interviews has demonstrated the value of this mixed methods approach.

scholarly journals Social Network Analysis and Online Learning Communities in Higher Education: A Systematic Literature Review

2019 ◽  
Vol 23 (1) ◽  
Author(s):  
Shazia K. Jan ◽  
Panos Vlachopoulos ◽  
Mitch Parsell
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Social Network ◽  
Social Network Analysis ◽  
Network Analysis ◽  
Literature Review ◽  
Learning Communities ◽  
Systematic Literature Review ◽  
Online Learning Communities ◽  
Analytical Technique

This paper presents the results of a systematic literature review which sets out to explore the use of social network analysis (SNA) for investigating online learning communities in higher education. The impetus for such a review originated from an increased interest by researchers in SNA techniques to investigate interactions and learning engagement in various types of online communities. However, the researchers often omit to ground their research and SNA methods in community based learning frameworks such as communities of inquiry (CoI) and communities of practice (CoP). We identified a handful of studies that integrate SNA methods and key constructs from these frameworks and examined: SNA measures and corresponding theoretical constructs used; other analytical techniques used; limitations and; suggestions for further research. We found that while SNA is effective in detecting prominent participants, sub-groups and certain aspects of a CoP, a specific SNA measure cannot be correlated with a particular presence in a CoI. Therefore, SNA needs to be complemented with a qualitative analytical technique. Whether SNA can be used as a stand-alone technique for identifying communities remains to be seen. We also find a lack of consideration to attributional and performance variables in existing studies. In conclusion, we propose the development of a fully integrated research framework for a holistic analysis of online learning and teaching.

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