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Empowering Learning Networks: Insights from Social Network Analysis in Inquiry-Based Discussions

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Title: Empowering Learning Networks: Insights from Social Network Analysis in Inquiry-Based Discussions
Language: English
Authors: Ayesha Sadaf, Larisa Olesova, Hajeen Choi
Source: Online Learning. 2024 28(4):200-227.
Availability: Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
Peer Reviewed: Y
Page Count: 28
Publication Date: 2024
Intended Audience: Researchers; Practitioners
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Correlation, Social Networks, Network Analysis, Inquiry, Active Learning, Questioning Techniques, Group Discussion, Interaction Process Analysis, Teaching Methods, Cues, Computer Mediated Communication, Student Participation, Peer Relationship, Learning Management Systems, Graduate Students, Instructional Design, Online Courses, Asynchronous Communication
ISSN: 2472-5749
2472-5730
Abstract: This study investigated the dynamics of complex interactions within inquiry-based (IB) discussions by visualizing patterns using social network analysis. Researchers explored network measures when learners participated in inquiry-based discussions with Practical Inquiry Model (PIM) and non-PIM questions while playing the weekly moderator's role. The findings revealed that at the group level, purposefully designed IB discussions can create fairly cohesive, evenly distributed, and proportionally consistent networks. Discussions using both PIM and non-PIM questions resulted in a moderate level of interaction, as learners followed the specified requirements for the number of responses. While discussions with non-PIM questions appeared more interactive, discussions with PIM questions actually resulted in greater interaction, as evidenced by students exceeding the average number of required responses per student. The findings revealed that despite similar discussion prompts and discussion requirements in both PIM and non-PIM, the flow of information can vary based on how closely learners are connected. At the individual level, the results showed that learners' levels of participation, influence, and network positions fluctuated and shifted in each discussion. In addition, the results did not reveal any impact of the moderator's role on learner participation and interaction in discussions with both PIM and non-PIM questions. This study's findings can help researchers and practitioners design a well-distributed network to enhance learner interaction in inquiry-based discussions with the balance of PIM and non-PIM questions.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1455376
Database: ERIC
FullText Links:
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  Data: Empowering Learning Networks: Insights from Social Network Analysis in Inquiry-Based Discussions
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  Data: <searchLink fieldCode="AR" term="%22Ayesha+Sadaf%22">Ayesha Sadaf</searchLink><br /><searchLink fieldCode="AR" term="%22Larisa+Olesova%22">Larisa Olesova</searchLink><br /><searchLink fieldCode="AR" term="%22Hajeen+Choi%22">Hajeen Choi</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Online+Learning%22"><i>Online Learning</i></searchLink>. 2024 28(4):200-227.
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  Data: Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
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  Data: 28
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  Data: Researchers; Practitioners
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  Data: <searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Networks%22">Social Networks</searchLink><br /><searchLink fieldCode="DE" term="%22Network+Analysis%22">Network Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Questioning+Techniques%22">Questioning Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Group+Discussion%22">Group Discussion</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction+Process+Analysis%22">Interaction Process Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Cues%22">Cues</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Mediated+Communication%22">Computer Mediated Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Participation%22">Student Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Management+Systems%22">Learning Management Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Asynchronous+Communication%22">Asynchronous Communication</searchLink>
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  Data: 2472-5749<br />2472-5730
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  Data: This study investigated the dynamics of complex interactions within inquiry-based (IB) discussions by visualizing patterns using social network analysis. Researchers explored network measures when learners participated in inquiry-based discussions with Practical Inquiry Model (PIM) and non-PIM questions while playing the weekly moderator's role. The findings revealed that at the group level, purposefully designed IB discussions can create fairly cohesive, evenly distributed, and proportionally consistent networks. Discussions using both PIM and non-PIM questions resulted in a moderate level of interaction, as learners followed the specified requirements for the number of responses. While discussions with non-PIM questions appeared more interactive, discussions with PIM questions actually resulted in greater interaction, as evidenced by students exceeding the average number of required responses per student. The findings revealed that despite similar discussion prompts and discussion requirements in both PIM and non-PIM, the flow of information can vary based on how closely learners are connected. At the individual level, the results showed that learners' levels of participation, influence, and network positions fluctuated and shifted in each discussion. In addition, the results did not reveal any impact of the moderator's role on learner participation and interaction in discussions with both PIM and non-PIM questions. This study's findings can help researchers and practitioners design a well-distributed network to enhance learner interaction in inquiry-based discussions with the balance of PIM and non-PIM questions.
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  Data: EJ1455376
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 28
        StartPage: 200
    Subjects:
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Social Networks
        Type: general
      – SubjectFull: Network Analysis
        Type: general
      – SubjectFull: Inquiry
        Type: general
      – SubjectFull: Active Learning
        Type: general
      – SubjectFull: Questioning Techniques
        Type: general
      – SubjectFull: Group Discussion
        Type: general
      – SubjectFull: Interaction Process Analysis
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Cues
        Type: general
      – SubjectFull: Computer Mediated Communication
        Type: general
      – SubjectFull: Student Participation
        Type: general
      – SubjectFull: Peer Relationship
        Type: general
      – SubjectFull: Learning Management Systems
        Type: general
      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Instructional Design
        Type: general
      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: Asynchronous Communication
        Type: general
    Titles:
      – TitleFull: Empowering Learning Networks: Insights from Social Network Analysis in Inquiry-Based Discussions
        Type: main
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            NameFull: Ayesha Sadaf
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            NameFull: Larisa Olesova
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            NameFull: Hajeen Choi
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              M: 01
              Type: published
              Y: 2024
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              Value: 2472-5749
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              Value: 2472-5730
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              Value: 28
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            – TitleFull: Online Learning
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