Maarten De Laat

Investigating patterns of interaction in networked learning and computer-supported collaborative learning: A role for Social Network Analysis

The focus of this study is to explore the advances that Social Network Analysis (SNA) can bring, in combination with other methods, when studying Networked Learning/Computer-Supported Collaborative Learning (NL/CSCL). We present a general overview of how SNA is applied in NL/CSCL research; we then go on to illustrate how this research method can be integrated with existing studies on NL/CSCL, using an example from our own data, as a way to synthesize and extend our understanding of teaching and learning processes in NLCs. The example study reports empirical work using content analysis (CA), critical event recall (CER) and social network analysis (SNA). The aim is to use these methods to study the nature of the interaction patterns within a networked learning community (NLC), and the way its members share and construct knowledge. The paper also examines some of the current findings of SNA analysis work elsewhere in the literature, and discusses future prospects for SNA. This paper is part of a continuing international study that is investigating NL/CSCL among a community of learners engaged in a master’s program in e-learning.

It's not so easy: researching the complexity of emergent participant roles and awareness in asynchronous networked learning discussions

In this paper, we explore some of the complexities of emergent role development and group awareness among participants in an asynchronous Networked Learning discussion in a higher education context. We used content analysis to provide participant profiles for learning and tutoring processes within a group of collaborating professionals. Using these we selected three distinct student participants with whom we then conducted critical event recall. Our findings suggest how distinct roles emerge, and how they effect the group dynamics. They show the importance of group process awareness, and how this may be used and developed by participants. Some implications for pedagogical and software design are discussed.

Network and content analysis in an online community discourse

The aim of this paper is to study interaction patterns among the members of a community of practice within the Dutch police organization and the way they share and construct knowledge together. The online discourse between 46 members, using First Class, formed the basis for this study. Social Network Analysis and content analysis were used to analyze the data. The results show that the interaction patterns between the members are rather centralized and that the network is relatively dense. Most of the members are involved within the discourse but person to person communication is still rather high. Content analysis revealed that discourse is focused on sharing and comparing information.

Computer supported moderation of e-discussions: the ARGUNAUT approach

Despite their potential value for learning purposes, e-discussions do not necessarily lead to desirable results, even when moderated. The study of the moderators role, especially in synchronous, graphical e-discussions, and the development of appropriate tools to assist moderators are the objectives of the ARGUNAUT project. This project aims at unifying awareness and feedback mechanisms in e-discussion environments, presently implemented on two existing platforms. This system is primarily directed to a human moderator and facilitating moderation, but might also help the students monitor their own interactions. At the heart of system are the inter-relations between an off-line AI analysis mechanism and an on-line monitoring module. This is done through a collaboration of technological and pedagogical teams, showing promising preliminary results.

European online postgraduate educational programme in neonatology—the way forward?

The provision of specialist postgraduate training is increasingly challenging for the acute medical specialties. There are often small numbers of trainees and tutors in any one centre, and service commitments may limit attendance at educational activities. Online learning can provide high-quality education to trainees from large geographical areas. We report the outcomes of an experimental educational project which provided an online postgraduate programme in neonatology. Ninety trainees from 14 countries, primarily European, participated. Six educational modules in neonatal topics were delivered over a 1-year period, within a “Virtual Learning Environment”. Trainees were divided into multi-national groups; two online tutors supported each group. Analysis of online activity demonstrated that active participation was high initially (100%) but gradually declined to 46% in the final module; tutor participation followed a similar pattern. Eighty-six trainees were contactable at the end of the programme, and 67 (78%) completed an evaluation questionnaire. Of these, 92% reported that participation had “added value” to their training, attributable to the high-quality curriculum, the educational resources, collaborative networking and the sharing of best practice. Eleven (79%) tutors completed the questionnaire, with all reporting that participation was of educational value. The main limiting factor for trainees and tutors was insufficient time. This project confirms that multi-national online education in neonatology is feasible and transferable, but for this approach to be viable formal accreditation and protected time for both trainees and tutors are required.

Managing differences in stakeholder relationships and organizational cultures in e-learning development: lessons from the UK eUniversity experience

In 2000 the UK Government launched a major new initiative, the UK eUniversity (UKeU), to capitalize on the potential of e-learning. With over £60 million of investment the UKeU was created to act as a broker between existing universities in terms of marketing online degrees from British universities. The UKeU represented the most important foray into e-learning yet undertaken in the UK and was also certainly one of the most significant internationally. As Conole et al. quoted: At its launch the then secretary of state proudly announced that: ‘… it is clear that virtual learning is an industry which is striding forward all around us …’ (Blunkett, 2000). When it collapsed only five years later, Sheerman suggested the investment had been ‘… a disgraceful waste of public money …’ (Sheerman, 2005). Its early demise sounds a warning note to all of us involved in e-learning. It is important that we learn from this experience so as not to replicate its mistakes, but also not to allow its failure on some levels to drown out the enormous potential and good practice which it instituted on other levels.