Social network analysis for signaling pedagogical shifts in challenge-based and traditional online stem courses

Research output: Contribution to journalConference article

Abstract

Challenge-based learning (CBL) supports students’ learning and transfer of key disciplinary principles, but students may need support when transitioning to the expectations of CBL. One way to provide support is for instructors to monitor students’ understanding of course challenges and content in discussion boards. Using SNA, we explored how two instructors participated in students’ discussions in CBL and traditional online courses to see how instructors adapted support with CBL courses. Instead of differences across pedagogies, we found differences across instructors: one instructor contributed on the periphery of students’ discussions, while another instructor directly contributed to students’ discussions. Based on sociograms and instructors’ feedback, we found that the instructors took different approaches to providing formative feedback (e.g., private communication versus public discussion) intended to scaffold students’ knowledge construction.

Original languageEnglish (US)
Pages (from-to)1069-1072
Number of pages4
JournalProceedings of International Conference of the Learning Sciences, ICLS
Volume2
Issue number2018-June
StatePublished - Jan 1 2018
Externally publishedYes
Event13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count - London, United Kingdom
Duration: Jun 23 2018Jun 27 2018

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

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