Properties of Teacher Networks in Twitter: Are They Related to Community-Based Peer Production?

Teachers participate in social networking sites to share knowledge and collaborate with other teachers to create education-related content. In this study we selected several communities in order to better understand the networks that these participants establish in Twitter and the role that the soci...

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Autores principales:	Maria Macià, Iolanda García
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2017
Materias:	online social networks teachers’ professional development network topology open learning peer production virtual communities Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/56c7496d27cb4fe7a4dfabde9606f009
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id	oai:doaj.org-article:56c7496d27cb4fe7a4dfabde9606f009
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spelling	oai:doaj.org-article:56c7496d27cb4fe7a4dfabde9606f0092021-12-02T19:20:54ZProperties of Teacher Networks in Twitter: Are They Related to Community-Based Peer Production?10.19173/irrodl.v18i1.26441492-3831https://doaj.org/article/56c7496d27cb4fe7a4dfabde9606f0092017-02-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2644https://doaj.org/toc/1492-3831Teachers participate in social networking sites to share knowledge and collaborate with other teachers to create education-related content. In this study we selected several communities in order to better understand the networks that these participants establish in Twitter and the role that the social network plays in their activity within the community, especially related with peer production. We analyzed the topology of these networks in two ways: a) the indirect relations by counting followers and followed people; and b) the conversational networks by counting mentions in tweets. We also analyzed the communities’ websites in order to elucidate whether their production was lightweight or heavyweight peer production. Results indicate that teacher networks adopt a community clusters archetype in which some teachers act as bridges between several groups. Although these networks do not form a tight crowd, their degree of tightness is superior to that of the general networks established in Twitter. Our results also indicate that the degree of tightness is important for sustaining heavyweight peer production and strong leadership can play a crucial role in establishing long-term commitment to a collective task. Maria MaciàIolanda GarcíaAthabasca University Pressarticleonline social networksteachers’ professional developmentnetwork topologyopen learningpeer productionvirtual communitiesSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 18, Iss 1 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	online social networks teachers’ professional development network topology open learning peer production virtual communities Special aspects of education LC8-6691
spellingShingle	online social networks teachers’ professional development network topology open learning peer production virtual communities Special aspects of education LC8-6691 Maria Macià Iolanda García Properties of Teacher Networks in Twitter: Are They Related to Community-Based Peer Production?
description	Teachers participate in social networking sites to share knowledge and collaborate with other teachers to create education-related content. In this study we selected several communities in order to better understand the networks that these participants establish in Twitter and the role that the social network plays in their activity within the community, especially related with peer production. We analyzed the topology of these networks in two ways: a) the indirect relations by counting followers and followed people; and b) the conversational networks by counting mentions in tweets. We also analyzed the communities’ websites in order to elucidate whether their production was lightweight or heavyweight peer production. Results indicate that teacher networks adopt a community clusters archetype in which some teachers act as bridges between several groups. Although these networks do not form a tight crowd, their degree of tightness is superior to that of the general networks established in Twitter. Our results also indicate that the degree of tightness is important for sustaining heavyweight peer production and strong leadership can play a crucial role in establishing long-term commitment to a collective task.
format	article
author	Maria Macià Iolanda García
author_facet	Maria Macià Iolanda García
author_sort	Maria Macià
title	Properties of Teacher Networks in Twitter: Are They Related to Community-Based Peer Production?
title_short	Properties of Teacher Networks in Twitter: Are They Related to Community-Based Peer Production?
title_full	Properties of Teacher Networks in Twitter: Are They Related to Community-Based Peer Production?
title_fullStr	Properties of Teacher Networks in Twitter: Are They Related to Community-Based Peer Production?
title_full_unstemmed	Properties of Teacher Networks in Twitter: Are They Related to Community-Based Peer Production?
title_sort	properties of teacher networks in twitter: are they related to community-based peer production?
publisher	Athabasca University Press
publishDate	2017
url	https://doaj.org/article/56c7496d27cb4fe7a4dfabde9606f009
work_keys_str_mv	AT mariamacia propertiesofteachernetworksintwitteraretheyrelatedtocommunitybasedpeerproduction AT iolandagarcia propertiesofteachernetworksintwitteraretheyrelatedtocommunitybasedpeerproduction
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Properties of Teacher Networks in Twitter: Are They Related to Community-Based Peer Production?

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