Characterizing the interaction networks of physics students during remote teaching

Abstract

Social network analysis (SNA) has gained popularity as a methodology for understanding patterns of student interactions. Such techniques have been applied extensively to face-to-face but not remote physics courses. To bridge this gap, we surveyed students in four remote introductory physics courses, asking them to report peers with whom they meaningfully interact about the course. We then applied SNA methods to determine how various factors relate to the observed network formations. We find differences in what course content students discuss with peers in their lab and discussion sections. Students with higher final course grades were more connected to their peers in interaction networks related to lecture but not lab content. We also discern several trends between students’ gender and their network position, but no strong patterns with regard to students’ race/ethnicity. Results suggest that group-forming surveys may be useful tools for instructors to create comfortable social environments for students.