Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/560
Title: Social Network Analysis for Signaling Pedagogical Shifts in Challenge-Based and Traditional Online STEM Courses
Authors: Tissenbaum, Catherine Louise Dornfeld
Jona, Kemi
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Tissenbaum, C. L. & Jona, K. (2018). Social Network Analysis for Signaling Pedagogical Shifts in Challenge-Based and Traditional Online STEM Courses. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. London, UK: International Society of the Learning Sciences.
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.
URI: https://doi.dx.org/10.22318/cscl2018.1069
https://repository.isls.org//handle/1/560
Appears in Collections:ICLS 2018

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