This is an interesting article from the CI8395 reading list.
Here are my notes:
Summary:
Summary:
Aviv et al’s (2003) “Network analysis of knowledge construction in asynchronous learning networks (ALNs)” attempts to make the process of collaboration more transparent. The authors used a transcript of conference messages to assess individual roles and collaborative contribution. There were 3 aspects in assessing the ALNs: 1.The design, the quality of the resulting knowledge construction process and cohesion, role and power network structures. The design is evaluated according to the Social Interdependence Theory of Cooperative Learning; 2.The quality of the knowledge construction process is evaluated through Content Analysis; 3.The network structures are analyzed using Social Network Analysis.Research design, samples and data: The analysis in this research is based on recorded data from two ALNs that were part of the Open University of Israel course, Business Ethics. The first ALN (18 participants) ran during the fall 2000 semester. The other ALN (19 participants) ran during the spring 2002 semester. The designs of the ALNs were different. Neither of the ALNs fulfills all of the specifications of Social Interdependence Theory of Cooperative Learning, but the fall 2000 ALN was more structured than the spring 2002 ALN. They referred to these ALNs as the structured ALN and the non-structured ALN, respectively.The structured ALN was a three-month long, formal online seminar; in signing up for it, students committed themselves to active participation and other requirements. A reward mechanism for fulfilling the requirements (including active participation) was employed. 18 students opted to participate in this ALN.The non-structured ALN was a three-month long online conference, open to all 300 students in the course, with no need to register or commit themselves in advance. No specific cooperative goal was defined for this ALN. Students and the tutor could raise a variety of issues related to the course topic (which were the same as in the fall 2000 course). No structure was designed and no schedule was imposed (though the deadlines for submitting assignments were reflected in the ALN), and no reward mechanism was implemented. 19 students opted to use this ALN.The interesting item in the research was the Social Network Analysis using Cyram NetMiner —a software tool for exploratory network data analysis and visualization.Results: They found that in the structured ALN, the knowledge construction process reached a very high phase of critical thinking and developed cohesive cliques. The students took on bridging and triggering roles, while the tutor had relatively little power. In the non-structured ALN, the knowledge construction process reached a low phase of cognitive activity; few cliques were constructed; most of the students took on the passive role of teacher-followers; and the tutor was at the center of activity.In the discussion, the authors posed several suggesting for further studies which included position analysis, network dynamics, large group information overload, effective construction of network, stochastic modeling of ALNs, and stability of resultsReflection: