Productive re-use of CSCL data and analytic tools to provide a new perspective on group cohesion

The goals of this paper are twofold: (1) to demonstrate how previously published data can be re-analyzed to gain a new perspective on CSCL dynamics and (2) to propose a new measure of social cohesion that was developed through improvements to existing analytic tools. In this study, we downloaded the Simuligne corpus from the publicly available Mulce repository. We improved the Knowledge Space Visualizer (KSV) to deepen the notion of cohesion by using a dynamic representation of sociograms. The Calico tools have been used and extended to complete this cohesion measure by analyzing lexical markers. These complementary analyses of cohesion, based on clique sizes and communication intensity on the one hand, and lexical markers on the other hand, offer more detailed information on (a) the relationships between participants and (b) the structure and intensity of communication. In particular, the analyses highlight strong convergences that were not visible in the previous analysis.

[1]  B. Wellman.  Computer Networks As Social Networks , 2001, Science.

[2]  Ronghuai Huang,et al.  A systemic model of interaction analysis in CSCL , 2007 .

[3]  Ulrike Cress,et al.  Proceedings of the 4th European Conference on Technology Enhanced Learning: Learning in the Synergy of Multiple Disciplines , 2009 .

[4]  Kenneth R. Koedinger,et al.  A Data Repository for the EDM Community: The PSLC DataShop , 2010 .

[5]  Vic Lally,et al.  Investigating patterns of interaction in networked learning and computer-supported collaborative learning: A role for Social Network Analysis , 2007, Int. J. Comput. Support. Collab. Learn..

[6]  J. Pennebaker,et al.  Psychological aspects of natural language. use: our words, our selves. , 2003, Annual review of psychology.

[7]  Thierry Chanier,et al.  How Social Network Analysis can help to Measure Cohesion in Collaborative Distance-Learning , 2003, CSCL.

[8]  Emmanuel Giguet,et al.  Share and explore discussion forum objects on the Calico website , 2009, CSCL.

[9]  Alejandra Martínez-Monés,et al.  Towards an XML-Based Representation of Collaborative Action , 2003, CSCL.

[10]  Alejandra Martínez-Monés,et al.  Combining qualitative evaluation and social network analysis for the study of classroom social interactions , 2003, Comput. Educ..

[11]  L. Freeman.  Centrality in social networks conceptual clarification , 1978 .

[12]  Fay Sudweeks,et al.  Networked Interactivity , 1997, J. Comput. Mediat. Commun..

[13]  Erno Lehtinen,et al.  Evaluating CSCL log files by social network analysis , 1999, CSCL.

[14]  Yonggu Wang,et al.  An Application of Social Network Analysis in Evaluation of CSCL , 2006, ICCE.

[15]  Mykola Pechenizkiy,et al.  Handbook of Educational Data Mining , 2010 .

[16]  Gary King,et al.  An Introduction to the Dataverse Network as an Infrastructure for Data Sharing , 2007 .

[17]  Marie-Laure Betbeder,et al.  Sharing Corpora and Tools to Improve Interaction Analysis , 2009, EC-TEL.

[18]  Yannis Dimitriadis,et al.  Using a Theoretical Framework for the Evaluation of Sequentiability, Reusability and Complexity of Development in CSCL Applications , 2001 .

[19]  J. Walther.  Computer-Mediated Communication , 1996 .

[20]  Martin G. Everett,et al.  Models of core/periphery structures , 2000, Soc. Networks.

[21]  Simeon Yates,et al.  Oral and written linguistic aspects of computer conferencing : A corpus based study , 1996 .

[22]  Heinz Ulrich Hoppe,et al.  One-to-One Technology-Enhanced Learning: an Opportunity for Global Research Collaboration , 2006, Res. Pract. Technol. Enhanc. Learn..

[23]  Nobuko Fujita,et al.  Software-based scaffolding: supporting the development of knowledge building discourse in online courses , 2010, ICLS.