Abstract
This paper introduces the scientometric method of main path analysis and its application in an exemplary study of the paths of knowledge development and the roles of contributors in Wikiversity. Data from two scientific domains in this online learning community has been used. We see this as a step forward in adapting and adopting network analysis techniques for analyzing collaboration processes in knowledge building communities. The analysis steps are presented in detail including the description of a tool environment (“workbench”) designed for flexible use by non-computer experts. By identifying directed acyclic graphs, the meaningful interconnections between developing learning resources are analyzed by considering their temporal sequence. A schema for the visualization of the results is introduced. The potential of the method is elaborated for the evaluation of the overall learning process in different domains as well as for the individual contributions of the participants. Different outstanding roles of contributors in Wikiversity are presented and discussed
Highlights
Nowadays, it is commonplace to perceive learning and knowledge building as closely related activities on the Web
Using the described method to build a directed acyclic graph (DAG) from wiki data, we analyzed the main paths in the two scientific domains biology and electrical engineering in Wikiversity
The small ratio of main path versus other articles in the biology domain compared to the electrical engineering domain could be explained through differences in the level of collaboration among the authors revealed by the revision logs
Summary
It is commonplace to perceive learning and knowledge building as closely related activities on the Web. According to Scardamalia and Bereiter (1994), the knowledge building pedagogy takes scientific research as a blueprint of the collaborative learning of students that needs to be facilitated. Online communities like Wikiversity facilitate learning through the creation of a shared knowledge base in the form of digital artifacts such as texts, pictures, or other multimedia. Students are expected to benefit from self‐motivated exploration of knowledge areas when they share and build on each other’s findings in a collaborative online environment. During this long‐term process, the shared community knowledge develops as ideas are constantly improved by the participants. Individual learning is an outcome of the knowledge development of the whole community
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