Empowering Learning Networks: Insights from Social Network Analysis in Inquiry-Based Discussions
DOI:
https://doi.org/10.24059/olj.v28i4.4635Keywords:
inquiry-based learning, learner-learner interaction, practical inquiry model, social network analysisAbstract
This study investigated the dynamics of complex interactions within inquiry-based discussions by visualizing patterns using social network analysis. Researchers explored network measures when learners participated in inquiry-based discussions with Practical Inquiry Model (PIM) questions and non-PIM questions while playing the weekly moderator’s role. The findings revealed that at the group level, purposefully designed inquiry-based discussions can create fairly cohesive, evenly distributed, and proportionally consistent networks. Discussions featuring both PIM and non-PIM questions resulted in a moderate level of interaction, as learners adhered to the specified requirements for the number of responses. While discussions with non-PIM questions appeared more interactive with higher response requirements, discussions with PIM questions actually resulted in greater interaction, as evidenced by students exceeding the average number of required responses per student. The findings also revealed that despite similar discussion prompts and discussion requirements in both PIM and non-PIM, the flow of information can vary based on how closely learners are connected. At the individual level, the results revealed that learners' levels of participation, influence, and network positions fluctuated and shifted in each discussion. In addition, the results did not reveal any impact of the moderator's role on learner participation and interaction in discussions with both PIM and non-PIM questions. This study’s findings can help researchers and practitioners design a well-distributed network to enhance learner interaction in inquiry-based discussions with the balance of PIM and non-PIM questions.
References
Alwafi, E. M. (2022). Designing an online discussion strategy with learning analytics feedback on the level of cognitive presence and student interaction in an online learning community. Online Learning, 26(1), 80–92. https://doi.org/10.24059/olj.v26i1.3065
Borgatti, S. P., & Quintane, E. (2018). Techniques: Dichotomizing a network. Connections, 38(1), 1–11. https://doi.org/10.21307/connections-2018-002
Borokhovski, E., Tamim, R., Bernard, R. M., Abrami, P. C., & Sokolovskaya, A. (2012). Are contextual and designed student–student interaction treatments equally effective in distance education? Distance Education, 33(3), 311–329. https://doi.org/10.1080/01587919.2012.723162
Castellanos-Reyes, D. (2021). The dynamics of a MOOC's learner-learner interaction over time: A longitudinal network analysis. Computers in Human Behavior, 123, 106880. https://doi.org/10.1016/j.chb.2021.106880
Castellanos Reyes, D. (2023). Evolution of social presence: Longitudinal network analyses of online learning peer Interactions from a social learning analytics perspective. [Doctoral Thesis, Purdue University] Purdue University Graduate School. https://doi.org/10.25394/PGS.23576778.v1
Darabi, A., Arrastia, M. C., Nelson, D. W., Cornille, T., & Liang, X. (2011). Cognitive
presence in asynchronous online learning: A comparison of four discussion strategies. Journal of Computer Assisted Learning, 27(3), 216–227.
Ertmer, P. A., Sadaf, A., & Ertmer, D. J. (2011). Student-content interactions in online
courses: The role of question prompts in facilitating higher-level engagement with course content. Journal of Computing in Higher Education, 23, 157–186. https://doi.org/10.1007/s12528-011-9047-6
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence,
and computer conferencing in distance education. American Journal of Distance Education,15(1), 7–23.
Garrison, D. R. (2016). E-learning in the 21st century: A community of inquiry framework
for research and practice. Routledge.
Giannini-Gachago, D., & Seleka, G. (2005). Experiences with international online
discussions: Participation patterns of Botswana and American students in an Adult Education and Development course at the University of Botswana. International Journal of Education and Development Using ICT, 1(2).
Hmelo-Silver, C., Duncan, R. G., & Chinn, C. (2007). Scaffolding and achievement in
problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99–107.
Hosler, K. A., & Arend, B. D. (2012). Strategies and principles to develop cognitive
presence in online discussions. Educational Communities of Inquiry: Theoretical
Jan, S., Vlachopoulos, P., & Parsell, M. (2019). Social network analysis and online
learning in communities in higher education: A systematic literature review. Online Learning, 23(1), 249–265. https://doi.org/10.24059/olj.v23i1.1398
Jimoyiannis, A., & Tsiotakis, P. (2017). Beyond students’ perceptions: investigating
learning presence in an educational blogging community. Journal of Applied Research in Higher Education, 9(1), 129–146.
Jimoyiannis, A., & Angelaina, S. (2012). Towards an analysis framework for investigating
students' engagement and learning in educational blogs. Journal of Computer Assisted Learning, 28(3), 222–234.
http://doi.org/10.1111/j.1365-2729.2011.00467.x
Jo, I., Park, Y., & lee, H. (2017). Three interaction patterns on asynchronous online discussion behaviors: A methodological comparison. Journal of Computer Assisted Learning, 33, 106.011. http://doi.org/10.1111/jcal.12168
Kanuka, H., Rourke, L., & Laflamme, E. (2007). The influence of instructional methods on
the quality of online discussion. British Journal of Educational Technology, 38(2), 260–271. https://doi.org/10.1111/j.1467- 8535.2006.00620.x
Lazonder, A. W., & Harmsen, R. (2016). Meta-analysis of inquiry-based learning: Effects
of guidance. Review of Educational Research, 86(3), 681–718. https://doi.org/10.3102/0034654315627366
Lee, J., & Martin, L. (2017). Investigating students’ perceptions of motivating factors of
online class discussions. International Review of Research in Open and Distributed Learning, 18(5), 148–172.
Long, Y., & Koehler, A. A. (2021). Student participation and interaction in online case-
based discussions: Comparing expert and novice facilitation. Online Learning, 25(4), 220–246.
Moreno, J. L. (1953). Sociometry. Journal of Interpersonal Relations and Experimental Design, 18(4).
Olesova, L., & Sadaf, A. (2024). Exploring differences between students’ interactions, online presence, and cognitive presence. Distance Education, 45(2), 297–313. https://doi.org/10.1080/01587919.2024.2338726
Ouyang, F., and Scharber, C., 2017. The influences of an experienced instructor's discussion design and facilitation on an online learning community development: A social network analysis study. The Internet and Higher Education, Vol. 35, pp. 34–47. https://doi.org/10.1016/j.iheduc.2017.07.002
Oyarzun, B., Stefaniak, J., Bol, L., & Morrison, G. R. (2018). Effects of learner-to-learner
interactions on social presence, achievement and satisfaction. Journal of Computing in Higher Education, 30, 154–175.
Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zacharia, Z. C., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47–61. https://doi.org/10.1016/j.edurev.2015.02.003.
Sadaf, A., & Olesova, L. (2017). Enhancing cognitive presence in online case discussions with questions based on the practical inquiry model. American Journal of Distance Education. 31(1), 56–69. https://doi.org/10.1080/08923647.2017.1267525
Sadaf, A., & Olesova., L. (2020). Using evidence-based learning analytics to explore the
relationship between student interactions and questions in online case-based discussions. European Journal of Distance Education, 23(1), 46–60. https://doi.org/10.2478/eurodl-2020-0004
Satar, H. M., & Akcan, S. (2018). Pre-service EFL teachers’ online participation,
interaction, and social presence. Language Learning & Technology, 22 (1), 157–183. https://doi.org/10125/44586
Shea, P., & Bidjerano, T. (2010). A re-examination of the community of inquiry framework: Social network and content analysis. Internet and Higher Education, 13,10–21. https://doi.org/10.1016/j.iheduc.2009.11.002
Shea, P., Hayes, S., Uzuner-Smith, S., Gozza-Cohen, M., Vickers, J., & Bidjerano, T. (2014). Reconceptualizing the community of inquiry framework: An exploratory analysis. Internet and Higher Education, 23, 9–17. https://doi.org/10.1016/j.iheduc.2014.05.002
Tawfik, A. A., Graesser, A., Gatewood, J., & Gishbaugher, J. (2020). Role of questions in
inquiry-based instruction: Towards a design taxonomy for question-asking and implications for design. Educational Technology Research and Development, 68, 653–678. https://doi.org/10.1007/s11423-020-09738-9
Tirado, R., Hernando, Á., & Aguaded, J. I. (2015). The effect of centralization and
cohesion on the social construction of knowledge in discussion forums. Interactive Learning Environments, 23(3), 293–316. https://doi.org/10.1080/10494820.2012.745437
Vygotsky, L. S., & Cole, M. (1978). Mind in society: Development of higher psychological
processes. Harvard University Press.
Wasserman, S., & Faust, K. (1994). Social network analysis: Methods and applications.
Cambridge University Press.
Xie, K., & Ke, F. (2011). The role of students' motivation in peer‐moderated asynchronous online discussions. British Journal of Educational Technology, 42(6), 916–930. https://doi.org/10.1111/j.1467-8535.2010.01140.x
Xie, K., Di Tosto, G., Lu, L., & Cho, Y. S. (2018). Detecting leadership in peer-moderated
online collaborative learning through text mining and social network analysis. The Internet and Higher Education, 38, 9–17. https://doi.org/10.1016/j.iheduc.2018.04.002
Zhang, J.-H., Zhang, Y.-X., Zou, Q., & Huang, S. (2018). What learning analytics tells us: Group behavior analysis and individual learning diagnosis based on long-term and large-scale data. Educational Technology & Society, 21(2), 245–258.
Additional Files
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Ayesha Sadaf
This work is licensed under a Creative Commons Attribution 4.0 International License.
As a condition of publication, the author agrees to apply the Creative Commons – Attribution International 4.0 (CC-BY) License to OLJ articles. See: https://creativecommons.org/licenses/by/4.0/.
This licence allows anyone to reproduce OLJ articles at no cost and without further permission as long as they attribute the author and the journal. This permission includes printing, sharing and other forms of distribution.
Author(s) hold copyright in their work, and retain publishing rights without restrictions
