Advertisement

Key-Roles in VLEs: A Metric Based on Social Network Analysis

  • Paola PasqualinoEmail author
  • Maria Assunta Barchiesi
  • Elisa Battistoni
  • Gianluca Murgia
Chapter

Abstract

In this paper we analyze an e-learning course for managerial education over 3 years making use of the social network analysis. Our aim is to represent the knowledge flows within a virtual learning environment and to identify some key-roles, previously highlighted by Cross and Prusak (2002) in organizational contexts. Our methodology shows the specific contribution brought by each actor to the knowledge development in a community, so it can support teachers in the development of their teaching strategies.

Keywords

Social Network Analysis Discussion Forum Learning Network Knowledge Flow Informal Network 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Aviv, R. Erlich, Z., Ravid, G., & Geva, A. (2003). Network analysis of knowledge construction in asynchronous learning networks. Journal of Asynchronous Learning Networks, 7(3), 1–23.Google Scholar
  2. Brass, D. J. (1984). Being in the right place: a structural analysis of individual influence in an organization. Administrative Science Quarterly, 29(4), 518–539.CrossRefGoogle Scholar
  3. Burt, R. S. (1992). Structural holes: the social structure of competition. Cambridge, MA: Harvard University Press.Google Scholar
  4. Cho, H., Gay, G., Davidson, B., & Ingraffea A. (2007). Social networks, communication styles, and learning performance in a CSCL community. Computers & Education, 49(2), 309–329.CrossRefGoogle Scholar
  5. Cross, R., Borgatti, S. P., & Parker, A. (2002). Making invisible work visible: Using social network analysis to support strategic collaboration. California Management Review, 44(2), 25–46.CrossRefGoogle Scholar
  6. Cross, R., Parker, A., & Prusak, L. (2001). Knowing what we know: Supporting knowledge creation and sharing in social networks. Organizational Dynamics, 3(2), 100–120.CrossRefGoogle Scholar
  7. Cross, R., & Prusak, L. (2002). The people who make organizations go – or stop. Harvard Business Review, 80(6), 104–112.Google Scholar
  8. Cross, R., Prusak, L, & Parker, A. (2002). Where work happens: the care and feeding of informal networks in organizations. Iko: IBM Institute for Knowledge Based Organizations.Google Scholar
  9. Duffy, T. M., & Cunningham, D. J. (1996). Constructivism: Implications for the design and delivery of instruction. In Jonassen, D. H. (Ed.), Handbook of research for educational communications and technology (pp. 170–198). New York: Simon & Schuster Macmillan.Google Scholar
  10. Everett, M. G., & Borgatti, S. P. (1999). The centrality of groups and classes. Journal of Mathematical Sociology, 23(3), 181–201.CrossRefGoogle Scholar
  11. Hewitt, J., & Scardamalia, M., (1998). Design principles for distributed knowledge building processes. Educational Psychology Review, 10(1), 75–96.CrossRefGoogle Scholar
  12. Ibarra, H. (1993). Personal networks of women and minorities in management: a conceptual framework. Academy of Management Review, 18(1), 56–87.CrossRefGoogle Scholar
  13. Iovanella, A., Armenia, S., Italiano, G. F., & Murgia G. (2006). Using social network analysis for the study of asynchronous interaction in e-learning. Proceedings of the 1st International Conference on e-Learning, Montreal, Canada, 22–23 June 2006 (pp. 207–216). Reading: Academic Conferences Limited.Google Scholar
  14. Jensen, M. B. (2007). The new metrics of scholarly authority. Chronicle of Higher Education, 53(41), B6.Google Scholar
  15. Nie, K., Lin, S., Ma, T., & Nakamori, Y. (2010). Connecting informal networks to management of tacit knowledge. Journal of Systems Science and Systems Engineering, 19(2), 237–253.CrossRefGoogle Scholar
  16. Ounnas, A. (2008). Semantic Web-based Group Formation for E-learning. PhD Symposium in the 5th European Semantic Web Conference 2008, Tenerife, Spain, 1–5 June 2008 (pp. 51–55).Google Scholar
  17. Vygotskij, L. S., (1978). Mind in society: The development of higher psychological processes. Cambridge, USA: Harvard University Press.Google Scholar
  18. Wasserman, S., & Faust, K. (1999). Social Network Analysis. Cambridge, UK: Cambridge University Press.Google Scholar
  19. Wenger, E., McDermott R., & Snyder, W. M., (2002). Cultivating communities of practice: A guide to managing knowledge. Boston, USA: Harvard Business School Press.Google Scholar
  20. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media, LLC 2012

Authors and Affiliations

  • Paola Pasqualino
    • 1
    Email author
  • Maria Assunta Barchiesi
    • 1
  • Elisa Battistoni
    • 1
  • Gianluca Murgia
    • 2
  1. 1.Department of Enterprise Engineering“Tor Vergata” University of RomeRomeItaly
  2. 2.Department of Information EngineeringUniversity of SienaSienaItaly

Personalised recommendations