Mapping mixed methods approaches to social network analysis in learning and education

2019 ◽  
pp. 13-24 ◽  
Keyword(s):  
Social Network ◽  
Mixed Methods ◽  
Social Network Analysis ◽  
Network Analysis

scholarly journals Linking Quantitative and Qualitative Network Approaches: A Review of Mixed Methods Social Network Analysis in Education Research

2020 ◽  
Vol 44 (1) ◽  
pp. 244-268 ◽  
Author(s):  
Dominik E. Froehlich ◽  
Sara Van Waes ◽  
Hannah Schäfer
Keyword(s):  
Education Research ◽  
Social Network ◽  
Mixed Methods ◽  
Social Network Analysis ◽  
Network Analysis ◽  
Social Relationships ◽  
Mixed Methods Research ◽  
Qualitative Approaches ◽  
Research Questions ◽  
Network Approaches

Social network analysis (SNA) is becoming a prevalent method in education research and practice. But criticism has been voiced against the heavy reliance on quantification within SNA. Recent work suggests combining quantitative and qualitative approaches in SNA—mixed methods social network analysis (MMSNA)—as a remedy. MMSNA is helpful for addressing research questions related to the formal or structural side of relationships and networks, but it also attends to more qualitative questions such as the meaning of interactions or the variability of social relationships. In this chapter, we describe how researchers have applied and presented MMSNA in publications from the perspective of general mixed methods research. Based on a systematic review, we summarize the different applications within the field of education and learning research, point to potential shortcomings of the methods and its presentation, and develop an agenda to support researchers in conducting future MMSNA research.

scholarly journals #DigPed Narratives in Education: Critical Perspectives on Power and Pedagogy

2018 ◽  
Vol 22 (3) ◽  
Author(s):  
Suzan Koseoglu ◽  
Aras BOZKURT
Keyword(s):  
Social Network ◽  
Mixed Methods ◽  
Social Network Analysis ◽  
Network Analysis ◽  
Critical Pedagogy ◽  
Thematic Analysis ◽  
Mixed Methods Study ◽  
Knowledge Gap ◽  
Critical Perspective ◽  
Educational Discourse

This mixed methods study addresses a knowledge gap in the nature and effects of networked scholarship. We analyze #DigPed, a Twitter hashtag on critical pedagogy, through the lens of Tufekci’s Capacities and Signals framework in order to understand (1) how educational narratives develop and spread on #DigPed, and (2) the nature of their capacities. Using Social Network Analysis and thematic analysis of content, we identify three prominent narratives in the network and discuss the network structures from a critical perspective. Based on the findings, we propose pedagogic capacity—the power to initiate a productive and potentially transformative educational discourse, within one’s self and within communities—as an additional lens to explore the spread and impact of critical narratives in education. Findings confirm the view that networked spaces are organized by hidden hierarchies marked by influence.

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