Interaction, Critical Thinking, and Social Network Analysis (SNA) in Online Courses

Autor/inn/en	Thormann, Joan; Gable, Samuel; Fidalgo, Patricia Seferlis; Blakeslee, George
Titel	Interaction, Critical Thinking, and Social Network Analysis (SNA) in Online Courses
Quelle	In: International Review of Research in Open and Distance Learning, 14 (2013) 3, S.294-318 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Critical Thinking; Social Networks; Network Analysis; Online Courses; Interaction; Constructivism (Learning); Special Education; Technology Uses in Education; Facilitators (Individuals); Cohort Analysis; Discussion (Teaching Technique); Group Discussion; Distance Education; Peer Teaching; Inservice Teacher Education; Elementary Secondary Education; Teaching Methods; Correlation; Computer Mediated Communication; Student Role; Graduate Study + Suchen Sie Ihr Suchwort? Kritisches Denken; Social network; Soziales Netzwerk; Netzplantechnik; Online course; Online-Kurs; Interaktion; Special needs education; Sonderpädagogik; Sonderschulwesen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kohortenanalyse; Gruppendiskussion; Distance study; Distance learning; Fernunterricht; Peer group teaching; Peer Group Teaching; Lehrerfortbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Computerkonferenz; Aufbaustudium; Graduiertenstudium; Hauptstudium
Abstract	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. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10