Although researchers recognize the importance of discussing support for math learning within online learning communities, there is a lack of relevant network classifying methods and analyses at the group level to understand the behavioral differences between groups with varying levels of activity, including their mathematical literacies. In this…

Studying the networked nature of social and cognitive aspects of learner interactions is the key to understanding how successful collaborative learning occurs in asynchronous online discussion forums (AODFs). Guided by network science and multiplex network analysis, this study compared the differences of network structure and properties between…

Background: Online discussion is one of the commonly used tools to enhance students' interactions and engagements in online courses, but it is not clear how social presence in online discussions impacts students' learning and what kinds of interactions we should encourage. Social network analysis provides a new methodology to investigate how…

Educational researchers have pointed to socioemotional dimensions of learning as important in gaining a more nuanced description of student engagement and learning. However, to date, research focused on the analysis of emotions has been narrow in its focus, centering on affect and sentiment analysis in isolation while neglecting how emotions…

This study explored the dynamics of students' knowledge co-construction in an asynchronous gamified environment in higher education, focusing on peer discussions in college business courses. Utilizing epistemic network analysis, sequence pattern mining, and automated coding, we analyzed the interactions of 1,319 business students. Our findings…

With the growing role of online multi-participant collaborations in shaping the academic, professional, and civic spheres, incorporating collaborative online practices in educational settings has become imperative. As more educators include such practices in their curricula, they are faced with new challenges. Assessment of collaborations,…

This study investigated the dynamics of complex interactions within inquiry-based (IB) discussions by visualizing patterns using social network analysis. Researchers explored network measures when learners participated in inquiry-based discussions with Practical Inquiry Model (PIM) and non-PIM questions while playing the weekly moderator's role.…

This paper presents two novel network methods developed for education research. These methods were used to investigate online discussions and the structure of students' background knowledge in a blended university course for pre-service teachers (n = 11). Consequently, these measures were used for correlation analysis. The social network analysis…

The relationships between social network centrality, social construction of knowledge, and nurse practitioner competency among adult gerontology acute care nurse practitioner students participating in asynchronous online discussions were explored. Social network centralities (betweenness, in-degree, out-degree, closeness, and eigenvector) were…

The purpose of this paper is to explore and compare learners' critical thinking and interaction during an asynchronous online discussion when peer- or instructor-facilitation was provided. Current literature on online discussion reveals a controversy between peer facilitation and instructor facilitation regarding their strengths and weaknesses.…

Discussion forums provide a channel for students to engage with peers and course material outside of class, accessible even to commuter and nontraditional populations. Forums can build classroom community and aid learning, but students do not always take up these tools. We use network analysis to compare three semesters of forum logs from an…

Both formative and summative assessment in online discussion-based courses have typically focused on the behavior of individual students. Metrics such as the number of posts or number of words are typical. While these metrics are arguably a reasonable proxy for the efforts of individual students, they give little insight into how successfully…

Online discussions enable peer-learning by allowing students to communicate ideas on what they have learned in and beyond the classroom. Peer-learning through online discussions is fostered when online discussions are interactive. Interactivity occurs when students refer to and use perspectives shared by peers, and elaborate, respond to, or…

The Social Network Analysis (SNA) techniques allow modelling and analysing the interaction among individuals based on their attributes and relationships. This approach has been used by several researchers in order to measure the social processes in collaborative learning experiences. But oftentimes such measures were calculated at the final state…

Self-regulated learning is an important means of supporting students' self-awareness and self-regulation level so as to enhance their motivation and engagement. Interaction Analysis (IA) contributes to this end, and its use in studying learning dynamics involved in asynchronous Computer-Supported Collaborative Learning (CSCL) activities has…