Abstract
Social network analysis (SNA) may be of significant value in studying online collaborative learning. SNA can enhance our understanding of the collaborative process, predict the under-achievers by means of learning analytics, and uncover the role dynamics of learners and teachers alike. As such, it constitutes an obvious opportunity to improve learning, inform teachers and stakeholders. Besides, it can facilitate data-driven support services for students. This study included four courses at Qassim University. Online interaction data were collected and processed following a standard data mining technique. The SNA parameters relevant to knowledge sharing and construction were calculated on the individual and the group level. The analysis included quantitative network analysis and visualization, correlation tests as well as predictive and explanatory regression models. Our results showed a consistent moderate to strong positive correlation between performance, interaction parameters and students’ centrality measures across all the studied courses, regardless of the subject matter. In each of the studied courses, students with stronger ties to prominent peers (better social capital) in small interactive and cohesive groups tended to do better. The results of correlation tests were confirmed using regression tests, which were validated using a next year dataset. Using SNA indicators, we were able to classify students according to achievement with high accuracy (93.3%). This demonstrates the possibility of using interaction data to predict underachievers with reasonable reliability, which is an obvious opportunity for intervention and support.
Highlights
Problem-Based Learning (PBL) is a constructive self-directed and collaborative approach to learning
The study included 215 students and 20 tutors in 4 courses; each course had 5 blended PBL (BPBL) groups, group size ranged from 10–14 students and one tutor
Students were generally more active in the BPBL groups, the average (Av) mean degree of tutors was 38.61±28.52 compared to 56.04±35.88 of students, average S-S interactions were far higher than T-S (290.55 compared to 25.05)
Summary
Problem-Based Learning (PBL) is a constructive self-directed and collaborative approach to learning. The underpinning philosophy behind PBL is that learning occurs as a result of active co-construction of meaning, dialogue, and negotiation with peers. Learning is typically motivated by using challenging, authentic real-life problems [1,2,3,4]. The main three features of PBL are a problem as a trigger for learning, a facilitator commonly known as the tutor, and small group collaborative interaction [5,6,7].
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