TY - CPAPER
KW - Collaborative learning
KW - Collaborative work
KW - Context
KW - Indirect blockmodeling
KW - learning monitoring
KW - Monitoring
KW - Peer-to-peer computing
KW - role detection
KW - social network analysis
KW - Social network services
KW - Teamwork
AU - Esunly Medina
AU - Davide Vega
AU - Roc Meseguer
AU - Humberto Medina
AU - Sergio Ochoa
AU - Matteo Magnani
AB - Collaborative learning activities have shown to be useful to address educational processes in several contexts. Monitoring these activities is mandatory to determine the quality of the collaboration and learning processes. Recent research works propose using Social Network Analysis techniques to understand students’ collaboration learning process during these experiences. Aligned with that, this paper proposes the use of the indirect blockmodeling network analytic technique for monitoring the behaviour of different social roles played by students in collaborative learning scenarios. The usefulness of this technique was evaluated through a study that analysed the students’ interaction network in a collaborative learning activity. Particularly, we tried to understand the structure of the interaction network during that process. Preliminary results suggest that indirect blockmodeling is highly useful for inferring and analysing the students’ social roles, when the behaviour of roles are clearly different among them. This technique can be used as a monitoring service that can be embedded in collaborative learning applications.
DA - May
DO - 10.1109/CSCWD.2016.7565982
N2 - Collaborative learning activities have shown to be useful to address educational processes in several contexts. Monitoring these activities is mandatory to determine the quality of the collaboration and learning processes. Recent research works propose using Social Network Analysis techniques to understand students’ collaboration learning process during these experiences. Aligned with that, this paper proposes the use of the indirect blockmodeling network analytic technique for monitoring the behaviour of different social roles played by students in collaborative learning scenarios. The usefulness of this technique was evaluated through a study that analysed the students’ interaction network in a collaborative learning activity. Particularly, we tried to understand the structure of the interaction network during that process. Preliminary results suggest that indirect blockmodeling is highly useful for inferring and analysing the students’ social roles, when the behaviour of roles are clearly different among them. This technique can be used as a monitoring service that can be embedded in collaborative learning applications.
PY - 2016
TI - Using indirect blockmodeling for monitoring students roles in collaborative learning networks
UR - http://ieeexplore.ieee.org/document/7565982/
ER -