期刊
INTERNET AND HIGHER EDUCATION
卷 35, 期 -, 页码 34-47出版社
ELSEVIER SCIENCE INC
DOI: 10.1016/j.iheduc.2017.07.002
关键词
Online learning community; Social network analysis; An integrated network analysis framework; Online instructor participatory role; One-mode and two-mode network analysis
Instructors' discussion design and facilitation have critical influences on online learning community development. Emerging network analysis methods were used to examine the development of an online learning community within a graduate-level course, the variations of an experienced instructor's discussion design, and the dynamics of her discussion facilitation. Results indicated that students gradually formed an interactive online learning community. The instructor, overall, played a facilitator role in this community; yet her participatory roles varied within different discussions during different time frames. Her participatory role evolved from a guide in the first class discussion, to varying roles, i.e., a facilitator, an observer, and a collaborator within different group discussions at the middle stages of the course, and to an observer in the course's later stages. Methodological implications for using social network analysis in online learning community research, and practical implications for designing and facilitating discussions that foster online learning communities were proposed.
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