Measuring social presence in online-based learning: An exploratory path analysis using log data and social network analysis

IF 6.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Internet and Higher Education Pub Date : 2023-01-01 DOI:10.1016/j.iheduc.2022.100894
Lisa-Maria Norz, Verena Dornauer, Werner O. Hackl, Elske Ammenwerth
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引用次数: 3

Abstract

Social presence is a key element in collaborative/cooperative learning. In online learning environments, it is challenging to measure the current state of social presence. This work aims to identify measures of social presence.

We manually coded 3546 students' postings (n = 49 students). We selected measures from social network analysis and indices derived from log data as potential indicators. We conducted an exploratory path analysis to define which indicators appropriately describe social presence.

The size of the individual egocentric student's network (path coefficient = −0.56**) and constraint (path coefficient = −0.51**), as well as the number of forums in which students were active (path coefficient = 0.49**) and the number of solved learning activities (path coefficient = −0.59**) were indicators of the level of social presence.

We were able to identify four indicators for social presence in online-based courses readily available within routine data from learning management systems. We will focus now on how social presence in an ongoing course develops.

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测量在线学习中的社交存在:使用日志数据和社交网络分析的探索性路径分析
社会存在是协作/合作学习的一个关键因素。在在线学习环境中,衡量当前的社交状态是一项挑战。这项工作旨在确定社会存在的衡量标准。我们手动编码了3546名学生的帖子(n=49名学生)。我们选择了社交网络分析中的指标和日志数据中的指数作为潜在指标。我们进行了探索性路径分析,以确定哪些指标能够恰当地描述社会存在。以自我为中心的学生个人网络的规模(路径系数=−0.56**)和约束(路径系数=−0.51**),以及学生活跃的论坛数量(路径系数=0.49**)和解决的学习活动数量(路径系数=−0.59**)是社会存在水平的指标。我们能够在学习管理系统的常规数据中找到在线课程中社交存在的四个指标。现在,我们将重点关注正在进行的课程中的社会存在是如何发展的。
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来源期刊
Internet and Higher Education
Internet and Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.30
自引率
4.70%
发文量
30
审稿时长
40 days
期刊介绍: The Internet and Higher Education is a quarterly peer-reviewed journal focused on contemporary issues and future trends in online learning, teaching, and administration within post-secondary education. It welcomes contributions from diverse academic disciplines worldwide and provides a platform for theory papers, research studies, critical essays, editorials, reviews, case studies, and social commentary.
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