Abstract
This study examined online disciplinary discussion by university students to determine how their shared ideas from personal experiences of conceptual change influenced the conceptual development of others. Collected messages in the resulting community were classified according to previously reported criteria. Subsequently, a dataset was analyzed using exponential random graph models to identify connection patterns in their communication. A state of connectedness provided students with a pathway that promote the acquisition of integrated concept types through access for shared content tailored to students’ academic curiosity.
Full Text 
Sign-in/Register to access full text options
Sign-in/Register to access full text options 
Published version (
Free)
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
