Abstract
Social network analysis (SNA) is becoming a prevalent method in education research and practice. But criticism has been voiced against the heavy reliance on quantification within SNA. Recent work suggests combining quantitative and qualitative approaches in SNA—mixed methods social network analysis (MMSNA)—as a remedy. MMSNA is helpful for addressing research questions related to the formal or structural side of relationships and networks, but it also attends to more qualitative questions such as the meaning of interactions or the variability of social relationships. In this chapter, we describe how researchers have applied and presented MMSNA in publications from the perspective of general mixed methods research. Based on a systematic review, we summarize the different applications within the field of education and learning research, point to potential shortcomings of the methods and its presentation, and develop an agenda to support researchers in conducting future MMSNA research.
Highlights
Social Network Theory and AnalysisNetworks are a way of thinking about social systems that focus our attention on the web of relationships that surrounds actors
The central focus of social network theory is on relationships among actors to explain actor and network outcomes
Bokhove (2018) argues how a mixed method approach to classroom interaction may benefit from an SNA lens
Summary
Networks are a way of thinking about social systems that focus our attention on the web of relationships that surrounds actors. Networks are composed of actors (nodes) and their relationships (ties). For example, pupils in a classroom or teachers in a school, or collectivities, such as teams, organizations, or countries. Ties include relationships or transfers such as conversations between pupils or information exchanges among teachers. The central focus of social network theory is on relationships among actors to explain actor and network outcomes. There have been discussions about whether social network theory is an actual
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