June 14, 2015
June 14, 2015
June 17, 2015
Educational Research and Methods
26.1090.1 - 26.1090.17
Levels of Social Network Analysis and Small Group Problem Solving in the Classroom In a collaborative learning environment, transfer of knowledge is highly dependent onsociocultural factors including the interaction between the learners as well as the interactionswith the instructor. An understanding of some of the factors that go into the dynamics oflearners and learning can be gleaned through the use of social network analysis (SNA). Even asingle time-slice of the social network of a class, which shows the social ties between thestudents, can reveal much about a student’s position in the network, which may affect what andhow a student learns and his/her problem solving ability. This paper presents a study of the levels of the social network of students in anengineering project course. The analysis is done in the context of a problem-solving (design) taskgiven to small teams of students. The “quality” of the final design is evaluated using a rubricthat yields a quantifiable result. In addition to an analysis of the social network, two measures ofemotional intelligence were assessed for each student. We relate the team members’ positions intheir networks and the assessment of their emotional intelligence to the problem solving abilityof the team. The outcome of the study is discussed, primarily with respect to the discoveries of howproblem-solving ability is related to the levels of SNA. The opportunities for future work in theareas of the roles of social network analysis and emotional intelligence can play in the analysis oflearning are also presented.
Simon, P. A., & Finger, S., & Krackhardt, D., & Siewiorek, D. P., & Smailagic, A. (2015, June), Levels of Social Network Analysis and Small Team Problem-solving in the Classroom Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24427
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