Interaction, critical thinking, and social network analysis (SNA) in online courses
Joan Thormann, Samuel Gable, Lesley University ; Patricia Fidalgo, Instituto Piaget ; George Blakeslee, Lesley University
IRRODL Volume 14, Number 3, ISSN 1492-3831 Publisher: Athabasca University Press
This study tried to ascertain a possible relationship between the number of student moderators (1, 2, and 3), online interactions, and critical thinking of K-12 educators enrolled in an online course that was taught from a constructivist approach. The course topic was use of technology in special education. Social network analysis (SNA) and measures of critical thinking (Newman, Webb, & Cochrane, 1995) were used to research and assess if there was a difference in interaction and critical thinking between 1, 2, or 3 student moderators who facilitated a forum discussion of an assignment in an online course. The same course was repeated over three years. Each year either 1, 2, or 3 students moderated. The analysis indicated more discussion per non-moderating student with the three student moderated group. Using SNA we found that there was only one noticeable difference among the three groups which was in the value of network centralization. Using critical thinking measures the three student moderator group scored higher in five of the eight critical thinking categories. Variations in instructor presence in the online courses may have influenced these findings.
Thormann, J., Gable, S., Fidalgo, P. & Blakeslee, G. (2013). Interaction, critical thinking, and social network analysis (SNA) in online courses. The International Review of Research in Open and Distributed Learning, 14(3), 294-318. Athabasca University Press.
ReferencesView References & Citations Map
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References
Cited ByView References & Citations Map
Exploration of Students’ Social Presence and Discussion Interaction Patterns in Online and Blended Course Sections
Gayle V. Davidson-Shivers, Angela Doucet Rand, Sylvia E. Rogers & Angelia L. Bendolph, University of South Alabama, United States
EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 1032–1039
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.