EJEL
Volume 7 Issue 1
May 2009

Impact of Communication Patterns, Network Positions and Social Dynamics Factors on Learning among Students in a CSCL Environment

Binod Sundararajan
Dalhousie University, Halifax, Nova Scotia

At present, it is difficult to assess the quality of learning in Computer-Supported Collaborative Learning (CSCL) environments, because standard pretest and post-test measures do not capture the differences in the learner’s ability to engage in the material, pose interesting new questions, engage others in learning and work collaboratively. This research investigates the impact of communication patterns, network positions and social dynamics factors on students’ self-perception of learning in a CSCL environment. The study involved a combination of methodologies combining questionnaires, and archiving of communication logs for data collection. Social network analysis tools were used to analyze relational data, map emergent student communication patterns and calculate centrality scores based on the electronic and face-to-face communication patterns among class members in the CSCL environment. Structural equation modeling was then performed on the hypotheses model to determine the impact of these centrality measures and the social factors on students’ perceptions of knowledge gained and their satisfaction with their performance in the course.
The findings from this research indicate that respect (whether real or perceived and not very different from esteem) as a social factor is important to people in order to validate themselves and the skills they bring to the table in collaborative work situations. In the case of distance students, respect will primarily be gained from networked communication when the students interact with one another in class. Influence in a group and among class members and motivation to actively collaborate and not be a free rider, follow from the respect that the individual gets from group/class members. In either case, since respect and its companion, influence in a group, have emerged as important dimensions in collaboration among members in group/class project work, one can make a case for designing learning and collaborative systems which incorporate this need for validation.

Keywords: Computer-Supported Collaborative Learning (CSCL), distance learning, social network analysis, social dynamics, respect, influence, structural equation modeling, path analysis, interaction, participation, motivation to participate and learn, satisfaction with performance, gaining new and conceptual knowledge

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