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ERIC Number: EJ1017485
Record Type: Journal
Publication Date: 2013-Jul
Pages: 25
Abstractor: As Provided
Reference Count: 46
ISBN: N/A
ISSN: ISSN-1492-3831
Interaction, Critical Thinking, and Social Network Analysis (SNA) in Online Courses
Thormann, Joan; Gable, Samuel; Fidalgo, Patricia Seferlis; Blakeslee, George
International Review of Research in Open and Distance Learning, v14 n3 p294-318 Jul 2013
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.
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
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A