Skip to main content
SpringerLink
Log in
Book cover

Mobile and Ubiquitous Learning pp 363–377Cite as

Social Network Analysis of MOOC Learners’ Knowledge Building

  • Chapter
  • First Online:

Part of the book series: Perspectives on Rethinking and Reforming Education ((PRRE))

Abstract

With the development of information and communication technology, a variety of online platforms began to provide support for mobile learning. Some MOOC platforms provide terminal apps. Learners can use smart phones, pads, and other mobile devices to carry out mobile learning. In MOOC-based mobile learning research, many researchers place attention on the construction of the learning environment and resources, teaching mode design, evaluation and learning effect, etc. From the perspective of social networks, the paper uses social network analysis and content analysis to analyze knowledge building combined with the learners’ social attributes. The results showed that MOOC learners take interaction positively, but could not achieve high-level knowledge building.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   99.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   129.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD   179.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

References

  • Anderson, A., Huttenlocher, D., Kleinberg, J., & Leskovec, J. (2014). Engaging with massive online courses. In Proceedings of the 23rd International Conference on World Wide Web WWW’ 14 (pp. 687–698).

    Google Scholar 

  • 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 

  • Barabasi, A. L., Jeong, H., Neda, Z., Ravasz, E., Schubert, A., & Vicsek, T. (2002). Evolution of the social network of scientific collaboration. Physica A: Statistical Mechanics and its Applications, 311(3–4), 590–614.

    Article  Google Scholar 

  • Bereiter, C., & Scardamalia, M. (2003). Learning to work creatively with knowledge. In E. De Corte, L. Verschaffel, N. Entwistle, & J. van Merriënboer (Eds.), Unravelling basic components and dimensions of powerful learning environments. EARLI Advances in Learning and Instruction Series.

    Google Scholar 

  • Borgatti, S. P. (2002). NetDraw software for network visualization. Lexington, KY: Analytic Technologies.

    Google Scholar 

  • Borgatti, S. P., Everett, M. G., & Freeman, L. C. (2002). Ucinet for windows: Software for social network analysis. Harvard, MA: Analytic Technologies.

    Google Scholar 

  • Braun, P., Cuzzocrea, A., Leung, C. K., Pazdor, A. G. M., & Tran, K. (2016) Knowledge discovery from social graph data. In 20th International Conference on Knowledge Based and Intelligent Information and Engineering Systems, KES, 2016, York, UK.

    Google Scholar 

  • Chen, Y.-H., & Chen, P.-J. (2015). MOOC study group: Facilitation strategies, influential factors, and student perceived gains. Computers & Education, 86, 55–70.

    Article  Google Scholar 

  • Chunngam, B., Chanchalor, S., & Murphy, E. (2014). Membership, participation and knowledge building in virtual communities for informal learning. British Journal of Educational Technology, 45(5), 863–879.

    Article  Google Scholar 

  • de Carvalho, C. R. M., Furtado, E. S., & Furtado, V. (2015). Does content categorization lead to knowledge building? An experiment in a social bookmarking service. Computers in Human Behavior, 51, 1177–1184.

    Article  Google Scholar 

  • Fini, A. (2009). The technological dimension of a massive open online course: The case of the CCK08 course tools. The International Review of Research in Open and Distance Learning, 10, 5.

    Google Scholar 

  • Fisher, F., Bruhn, J., Grasel, C., & Mandl, H. (2002). Fostering collaborative knowledge construction with visualization tools. Learning and Instruction, 12(2), 213–232.

    Article  Google Scholar 

  • Glance, D. G., Forsey, M., & Riley, M. (2013). The pedagogical foundations of massive open online courses. First Monday, 18, 5–6. http://firstmonday.org/ojs/index.php/fm/article/view/4350/3673

  • Grainger, B. (2013). Massive open online course (MOOC) report. Retrieved from http://www.londoninternational.ac.uk/sites/default/files/documents/mooc_report-2013.pdf

  • Grunewald, F., Mazandarani, E., & Meinel, C., et al. (2013). openHPI—A case-study on the emergence of two learning communities. In Global Engineering Education Conference (EDUCON) (pp. 1323–1331).

    Google Scholar 

  • Gunawardena, C. N., Lowe, C. A., & Anderson, T. (1997). Analysis of a global online debate and the development of an interaction analysis model for examining social construction of knowledge in computer conferencing. Journal of Educational Computing Research, 17(4), 397–431.

    Article  Google Scholar 

  • Hansen, T., Dirckinck-Holmfeld, L., Lewis, R., & Rugelj, J. (1999). Using telematics for collaborative knowledge construction. In P. Dillenbourg (Ed.), Collaborative learning: Cognitive and computational approaches (pp. 169–196). Oxford: Pergamon Press.

    Google Scholar 

  • Hoff, P. D., Raftery, A. E., & Handcock, M. S. (2002). Latent space approaches to social network analysis. Journal of the American Statistical association, 97(460), 1090–1098.

    Article  Google Scholar 

  • Huang, R., & Liu, L. (2014). Problems and countermeasures of online communication in MOOC. Library & Information, 6, 18–22.

    Google Scholar 

  • Hui, Z. -Y, Liang, Y., & Li, S. -J. (2013). Obstacles to students’ online learning: A factor analysis study. China Educational Technology, 3, 49–55.

    Google Scholar 

  • Jin, H., Zhang, J., & Sun, Y. (2014). Web based knowledge building community: A study on the interaction between collective knowledge building and individual knowledge growth. China Educational Technology, 4, 56–62.

    Google Scholar 

  • Keith Sawyer, R. (2006). The Cambridge handbook of the learning sciences. Cambridge: Cambridge University Press.

    Google Scholar 

  • Lee, H. Y., & Lee, H. W. (2016). Comparing social network analysis of posts with counting of posts as a measurement of learners’ participation in facebook discussions. The Turkish Online Journal of Educational Technology, 15(1), 11–19.

    Google Scholar 

  • Li, M., Xu, S., & Sun, M. (2015). Analysis of learning behaviors in MOOCs—A case study of the course “principles of electric circuits”. Open Education Research, 2, 63–69.

    Google Scholar 

  • Moore, J. L., & Marra, R. M. (2005). A comparative analysis of online discussion participation protocols. Journal of Research on Technology in Education, 33(2), 191–212.

    Article  Google Scholar 

  • Nicoara, E. S. (2013). The impact of massive online open courses in academic environments. Paper presented at the 9th International Scientific Conference “eLearning and Software for Education’’.

    Google Scholar 

  • Santos, J. L., Klerkx, J., Duval, E., Gago, D., & Rodríguez, L. (2014). Success, activity and drop-outs in MOOCs: An exploratory study on the UNED COMA courses. In Learning Analytics and Knowledge (pp. 98–102).

    Google Scholar 

  • Scardamalia, M., & Bereiter, C. (2003). Knowledge building. Encyclopedia of education (2nd ed., pp. 1370–1373). New York, USA: Macmillan Reference.

    Google Scholar 

  • Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.), Liberal education in a knowledge society (pp. 67–98). Chicago: Open Court.

    Google Scholar 

  • Scardamalia, M., & Bereiter, C. (1993). Computer support for knowledge-building communities. The Journal of the Learning Sciences, Computer Support for Collaborative Learning, 3(3), 265–283.

    Google Scholar 

  • Scardamalia, M., & Bereiter, C. (2003). Knowledge building environments: Extending the limits of the possible in education and knowledge work. In A. DiStefano, K. E. Rudestam, & R. Silverman (Eds.), Encyclopedia of distributed learning. Thousand Oaks, CA: Sage Publications.

    Google Scholar 

  • Scardamalia, M., & Bereiter, C. (2010). A brief history of knowledge building. Canadian Journal of Learning and Technology, 36(1), 1–16.

    Google Scholar 

  • Scott, J. (2013). Social network analysis (3rd ed.). London: SAGE.

    Google Scholar 

  • Sharif, A., & Magrill, B. (2015). Discussion forums in MOOCs. International Journal of Learning, teaching and Educational Research, 12(1), 119–132.

    Google Scholar 

  • Sharma, D., Sharma, U., & Khatri, S. K. (2014). An experimental comparison of the link prediction techniques in social networks. International Journal of Modeling & Optimization, 4(1), 21–24.

    Article  Google Scholar 

  • Singh, G., Hawkins, L., & Whymark, G. (2007) An integrated model of collaborative knowledge building. Interdisciplinary Journal of Knowledge, and Learning Objects, 3, 85–105.

    Google Scholar 

  • Stahl, G. (2000a). A model of collaborative knowledge-building. In B. Fish-man & S. O’Connor-Divelbiss (Eds.), Fourth international conference of the learning sciences (pp. 70–77). Mahwah, NJ: Erlbaum.

    Google Scholar 

  • Stahl, G. (2000b). Collaborative information environments to support knowledge construction by communities. AI & Society, 14(1), 71–97.

    Google Scholar 

  • Suh, W., & Shin, W. (2012). An analysis of discussion environment and group size in online discussion activities using social networking analysis. Journal of Educational Technology, 28(4), 757–779.

    Article  Google Scholar 

  • Tseng, S. F., Tsao, Y. W., Yu, L. C., Chan, C. L., & Lai, K. (2016). Who will pass? Analyzing learner behaviors in MOOCs. Research and Practice in Technology Enhanced Learning, 11(1), 1–11.

    Google Scholar 

  • Wang, Y. (2011). Research on knowledge building dynamics mechanism in collaborative learning technology system. E-Education Research, 2, 20–24.

    Google Scholar 

  • Wang, H. (2016). Social network-based analysis on problems in online communication among MOOC learners. Information Research, 10, 68–72.

    Google Scholar 

  • Wang, M., & Wang, H. (2014). The enlightenment of learners’ experience on MOOC platform. Modern Educational Technology, 7, 26–34.

    Google Scholar 

  • Xu, B., Zhang, Y., Li, F., & Yang, D. (2015). Analysis of the structure of interactive network in learner’s forum. Computer Education, 15, 23–26.

    Google Scholar 

  • Yang, T., & Rui, F. (2014). An analysis of MOOC Classroom interaction strategies from the perspective of social capital theory. China Educational Technology, 9, 59–66.

    Google Scholar 

  • Yücel, Ü. A., & Usluel, Y. K. (2016). Knowledge building and the quantity, content and quality of the interaction and participation of students in an online collaborative learning environment. Computers & Education, 97, 31–48.

    Article  Google Scholar 

  • Zhao, J. H. (2007). Principles and methods of knowledge building. E-Education Research, 29(5), 9–15.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Faculty of Education, School of Educational Technology, Beijing Normal University, Beijing, China

    Liujie Xu, Fancong Wang & Bo Yu

  2. The Joint Laboratory for Mobile Learning, Ministry of Education-China Mobile Communications Corporation, Beijing, China

    Liujie Xu & Fancong Wang

  3. Department of Computer Science and Application Technology, Jilin Institute of Chemical Technology, Jilin City, Jilin, China

    Bo Yu

Authors
  1. Liujie Xu
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Fancong Wang
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Bo Yu
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Liujie Xu .

Editor information

Editors and Affiliations

  1. Beijing Normal University, Beijing, China

    Shengquan Yu

  2. Athabasca University, Alberta, Canada

    Mohamed Ally

  3. Eastern Macedonia and Thrace Institute of Technology, Kavala, Greece

    Avgoustos Tsinakos

Rights and permissions

Reprints and permissions

Copyright information

© 2018 Springer Nature Singapore Pte Ltd.

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Xu, L., Wang, F., Yu, B. (2018). Social Network Analysis of MOOC Learners’ Knowledge Building. In: Yu, S., Ally, M., Tsinakos, A. (eds) Mobile and Ubiquitous Learning. Perspectives on Rethinking and Reforming Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-6144-8_21

Download citation

  • DOI: https://doi.org/10.1007/978-981-10-6144-8_21

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-6143-1

  • Online ISBN: 978-981-10-6144-8

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation