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Social network analysis of peer relationships and online interactions in a blended class using blogs
ARTICLE

, Dept. of Education, Korea (South) ; , Dept. of Instructional Systems Technology, United States

Internet and Higher Education Volume 28, Number 1, ISSN 1096-7516 Publisher: Elsevier Ltd

Abstract

This study examines the social network of the learner relationships and online interactions in a graduate course using weblogs for writing and sharing weekly reflective journals during a 16-week semester. The social network data of the learner relationships were gathered twice by measuring learners' perceived emotional closeness with other learners. In terms of the online interactions among the learners, the numbers of replies that individual learners had posted to and received from others' postings were respectively calculated and analyzed. The findings from these measures indicated that the social network patterns and values as measured by peer relationships were noticeably changed at the end of the semester, when compared to that at the beginning. The impact of blogging activities on such changes was supported by correlational analysis between the peer relationships in the social network and online interactions through the learner blogs.

Citation

Lee, J. & Bonk, C.J. (2016). Social network analysis of peer relationships and online interactions in a blended class using blogs. Internet and Higher Education, 28(1), 35-44. Elsevier Ltd. Retrieved October 21, 2020 from .

This record was imported from Internet and Higher Education on January 29, 2019. Internet and Higher Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.iheduc.2015.09.001

Keywords

Cited By

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  • Student learning in higher education through blogging in the classroom

    Elaine Garcia, University of Law Business School Online, United Kingdom; Jonathan Moizer, Faculty of Business, United Kingdom; Stephen Wilkins, Faculty of Business & Law, United Arab Emirates; Mohamed Yacine Haddoud, Faculty of Business, United Kingdom

    Computers & Education Vol. 136, No. 1 (July 2019) pp. 61–74

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