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Prestige, Centrality, and Learning: A Social Network Analysis of an Online Class
ARTICLE

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Communication Education Volume 54, Number 3, ISSN 0363-4523

Abstract

This study explored relations between social network characteristics in an online graduate class and two learning outcomes: affective and cognitive learning. The social network analysis data were compiled by entering the number of one-to-one postings sent by each student to each other student in a course web site discussion space into a specially designed spreadsheet. Regression analysis revealed that both network prestige and network centrality were robust predictors of cognitive learning outcomes. Self-reported affective learning, however, was not related to network factors. Results illustrate the utility of social network analysis in understanding interaction and learning outcomes in online classes.

Citation

Russo, T.C. & Koesten, J. (2005). Prestige, Centrality, and Learning: A Social Network Analysis of an Online Class. Communication Education, 54(3), 254-261. Retrieved November 13, 2019 from .

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