The web-site is now in readonly mode. Login and registration are disabled. (28 June 2019)

Session: Social networks and learning networks session

Social network dynamics in international students' learning Nashrawan Taha, Andrew Cox, ...

Cloud created by:

Giota Alevizou
3 May 2010

Social network dynamics in international students' learning

Nashrawan Taha, Andrew Cox,  The University of Sheffield, United Kingdom

Social Networks and Learning Networks: Using social network perspectives to understand social learning

Caroline Haythornthwaite1, Maarten de Laat21University of Illinois, United States, 2Open University of the Netherlands, Netherlands

Challenging the Traditional Theorisation on Group Development: An International Online Perspective

Lucilla Crosta1, David McConnell21Lancaster University, United Kingdom, 2Glasgow Caledonian University, United Kingdom

Extra content

Social network dynamics in international students' learning

Nashrawan Taha, Andrew Cox,  The University of Sheffield, United Kingdom

 Social networked analysis approach to a classroom network. Network centrality: the teacher has a different point of view about network centrality;  

 Factors shaping the classroom network:

  • group work
  • network cohesion increased over time
  • place of living and language had an obvious impact in network cohesion (physical presence)
  • language: the main factor shping the friendship network – programme of study import for shaping the work network

Teacher interventions

  • Group work
    • Group choice
    • Assignment type
    • Assignment deadline

Social bookmarking

Giota Alevizou
09:15 on 3 May 2010


Caroline Haythornthwaite, Maarten de Laat integrate hot seat discussions to their presentations; Problematise the multiplicity of networks.


  • networks in our buying habits
  • in our citations and knowledge maps

Learning in our social networkslearning as a rlation that connects people
learning as an outcome of relational netorks

  • Learning relations: fact (know what); fiction (gossip, rumours; know how, group processes
  • education relations

Martin outlines the 4 key questions that emerged from the hot seat:

  • what constitutes a learing tie?
  • how do network configuraiton affect learning?
  • what is it that people do that promotes learning in a social netowork?
  • how to show value?

SNA and qualitative interviews to analyse the collective (teachers and students in the same school).

How do network configurations affect learning?

  • co-attendance network (conferences)
  • network mirror (experiment in 70 schools):
    • step 1: group discussion what do we have in common? what would we like to work on together?
    • step 2: activities
    • step 3: intesify and faciliate network connections.
  • what are literacies for networked learning? (openness to listen, networks of trust, exchange between people?)
    • how do individuals percieve themselves as networked learners? (different roles; teachers, etc);
    • interview topics (skills, knowledge, values); visualise
    • knowledge / learning
      • exchange info
      • being sensitive, etc, etc
    • value cration: timeline analysis: track relationships in an IRC channel; value creation stories 
      • how to show value? genre for value creation: how to enable teachers to tell a story about social learning


  • Raise questions about the relationship betwen social networks and learning networks
  • Apply SNA int eh context of learning networks seem useful


Giota Alevizou
09:37 on 3 May 2010 (Edited 09:40 on 3 May 2010)

Embedded Content


Giota Alevizou
9:17am 3 May 2010

Questions/points objections to Nashrawan:

Stronger connection with learning contexts;

Methodological tensions: connection Social network analysis need to be closely alinged to the curriculum context and situational intentionality.

Giota Alevizou
9:43am 3 May 2010 (Edited 9:43am 3 May 2010)

Q from audience on the second presentation: Mapping the networks and mapping the knowledge that emerges out if it: how do you link it together in a representative way?

Caroline: methodological challenge; ask specific questions to central people, configurations tied to outcomes and enable swarm intelligence (my interpretation).

Giota Alevizou
9:46am 3 May 2010

among the outcomes is that people learn how to become e-learners.

Giota Alevizou
9:53am 3 May 2010

Caroline and Maarten use The personal brain a Visual Information management tool;

Contribute to the discussion

Please log in to post a comment. Register here if you haven't signed up yet.