Abstract
Purpose: This research examined the online discussion class design method and the learning realityby comparing the analysis results of group online discussions and multiple online discussions afterconducting online discussions.
 Methods: An online reading discussion class was conducted in groups with 46 students of Koreaneducation students at K University, and the discussion rules were designed to allow all debaters topresent their opinions more than five times through LMS's <posts> or <comments>. A total of 456pieces of data were collected, and degree centrality, closeness centrality, betweenness centrality, andeigenvector centrality were derived through a social network analysis. Afterwards, post-onlineinterviews were carried out with all debaters, and then in-depth interviews were conducted with fivepeople who showed a high or low level of connection centrality values in each group.
 Results: The correlation between centrality and network influence was analyzed based on degreecentrality and eigenvector centrality according to the group online discussion, and the effect of learningreality in online learning on learning was confirmed.
 Conclusion: This study suggested that the design of online learning rules to enhance learning realityin online learning and an individual goal considering the characteristics of online discussion learningare required.
Published Version
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