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Social Network Analysis to Examine Interaction Patterns in Knowledge Building Communities
ARTICLE

, University of Toronto

CJLT Volume 36, Number 1, ISSN 1499-6677 e-ISSN 1499-6677 Publisher: Canadian Network for Innovation in Education

Abstract

This paper describes use of social network analysis to examine student interaction patterns in a Grade 5/6 Knowledge Building class. The analysis included face-to-face interactions and interactions in the Knowledge Forum® Knowledge Building environment. It is argued that sociogram data are useful to reveal group processes; in sociological terms, the community lies in the connections among the group. A classroom of unconnected individuals is unlikely to form as a Knowledge Building community; data analyses reported in this study show promise in understanding the dynamics of Knowledge Building in a consistent and measurable way. The strength of the work is not in particular patterns demonstrated but in new forms of assessment and their potential to inform work as it proceeds. The research reported shows that teachers and students are finding social network analysis useful and that through their engagement research-practitioner-engineer teams are better positioned to develop tools to advance Knowledge Building pedagogy.

Citation

Philip, D. & Philip, D. (2010). Social Network Analysis to Examine Interaction Patterns in Knowledge Building Communities. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 36(1),. Canadian Network for Innovation in Education. Retrieved August 15, 2020 from .

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