Interaction, critical thinking, and social network analysis (SNA) in online courses

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 e...

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Autores principales:	Joan Thormann, Samuel Gable, Patricia Seferlis Fidalgo, George Blakeslee
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2013
Materias:	constructivism critical thinking distance education online learning peer facilitators social network analysis Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/ddd3ddcde6814d98a6cc8a36b4fff71a
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spelling	oai:doaj.org-article:ddd3ddcde6814d98a6cc8a36b4fff71a2021-12-02T19:20:49ZInteraction, critical thinking, and social network analysis (SNA) in online courses10.19173/irrodl.v14i3.13061492-3831https://doaj.org/article/ddd3ddcde6814d98a6cc8a36b4fff71a2013-07-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1306https://doaj.org/toc/1492-3831 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. Joan ThormannSamuel GablePatricia Seferlis FidalgoGeorge BlakesleeAthabasca University Pressarticleconstructivismcritical thinkingdistance educationonline learningpeer facilitatorssocial network analysisSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 14, Iss 3 (2013)
institution	DOAJ
collection	DOAJ
language	EN
topic	constructivism critical thinking distance education online learning peer facilitators social network analysis Special aspects of education LC8-6691
spellingShingle	constructivism critical thinking distance education online learning peer facilitators social network analysis Special aspects of education LC8-6691 Joan Thormann Samuel Gable Patricia Seferlis Fidalgo George Blakeslee Interaction, critical thinking, and social network analysis (SNA) in online courses
description	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.
format	article
author	Joan Thormann Samuel Gable Patricia Seferlis Fidalgo George Blakeslee
author_facet	Joan Thormann Samuel Gable Patricia Seferlis Fidalgo George Blakeslee
author_sort	Joan Thormann
title	Interaction, critical thinking, and social network analysis (SNA) in online courses
title_short	Interaction, critical thinking, and social network analysis (SNA) in online courses
title_full	Interaction, critical thinking, and social network analysis (SNA) in online courses
title_fullStr	Interaction, critical thinking, and social network analysis (SNA) in online courses
title_full_unstemmed	Interaction, critical thinking, and social network analysis (SNA) in online courses
title_sort	interaction, critical thinking, and social network analysis (sna) in online courses
publisher	Athabasca University Press
publishDate	2013
url	https://doaj.org/article/ddd3ddcde6814d98a6cc8a36b4fff71a
work_keys_str_mv	AT joanthormann interactioncriticalthinkingandsocialnetworkanalysissnainonlinecourses AT samuelgable interactioncriticalthinkingandsocialnetworkanalysissnainonlinecourses AT patriciaseferlisfidalgo interactioncriticalthinkingandsocialnetworkanalysissnainonlinecourses AT georgeblakeslee interactioncriticalthinkingandsocialnetworkanalysissnainonlinecourses
_version_	1718376826477215744

Interaction, critical thinking, and social network analysis (SNA) in online courses

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