Please use this identifier to cite or link to this item: https://doi.org/10.1016/j.compedu.2005.07.003
DC FieldValue
dc.titleSocial networks, communication styles, and learning performance in a CSCL community
dc.contributor.authorCho, H.
dc.contributor.authorGay, G.
dc.contributor.authorDavidson, B.
dc.contributor.authorIngraffea, A.
dc.date.accessioned2011-04-21T08:28:26Z
dc.date.available2011-04-21T08:28:26Z
dc.date.issued2007
dc.identifier.citationCho, H., Gay, G., Davidson, B., Ingraffea, A. (2007). Social networks, communication styles, and learning performance in a CSCL community. Computers and Education 49 (2) : 309-329. ScholarBank@NUS Repository. https://doi.org/10.1016/j.compedu.2005.07.003
dc.identifier.issn03601315
dc.identifier.urihttp://scholarbank.nus.edu.sg/handle/10635/21840
dc.description.abstractThe aim of this study is to empirically investigate the relationships between communication styles, social networks, and learning performance in a computer-supported collaborative learning (CSCL) community. Using social network analysis (SNA) and longitudinal survey data, we analyzed how 31 distributed learners developed collaborative learning social networks, when they had work together on the design of aerospace systems using online collaboration tools. The results showed that both individual and structural factors (i.e., communication styles and a pre-existing friendship network) significantly affected the way the learners developed collaborative learning social networks. More specifically, learners who possessed high willingness to communicate (WTC) or occupied initially peripheral network positions were more likely to explore new network linkages. We also found that the resultant social network properties significantly influenced learners' performance to the extent that central actors in the emergent collaborative social network tended to get higher final grades. The study suggests that communication and social networks should be central elements in a distributed learning environment. We also propose that the addition of personality theory (operationalized here as communication styles) to structural analysis (SNA) contributes to an enhanced picture of how distributed learners build their social and intellectual capital in the context of CSCL. © 2005 Elsevier Ltd. All rights reserved.
dc.description.urihttp://libproxy1.nus.edu.sg/login?url=http://dx.doi.org/10.1016/j.compedu.2005.07.003
dc.sourceScopus
dc.subjectComputer-mediated communication
dc.subjectCooperative/collaborative learning
dc.subjectDistance education and telelearning
dc.subjectDistributed learning environment
dc.subjectSocial network analysis
dc.typeArticle
dc.contributor.departmentCOMMUNICATIONS AND NEW MEDIA PROGRAMME
dc.description.doi10.1016/j.compedu.2005.07.003
dc.description.sourcetitleComputers and Education
dc.description.volume49
dc.description.issue2
dc.description.page309-329
dc.description.codenCOMED
dc.identifier.isiut000247810000013
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