Role Analysis of CSCL Online Synchronous Dialogue from the Perspective of Social Network Analysis: Researching Collaborative Learning based on Tencent Online Documents as An Example

Abstract

Social network analysis is widely used in the study of interactive behaviors in online collaborative learning activities. It explores the rules of group networks and finds the rules of personal development through community graphs and average degree equivalents. Using social network analysis methods to study collaborative learning is conducive to exploration the nature of the collaborative learning process which provides valuable practical support for the development of online collaborative learning. This study took 47 second-year undergraduates majoring in educational technology as the research objects, and carried out research-based collaborative learning activities based on Tencent online documents in small groups. We recorded the dialogue behavior of each student during the online collaboration process. And we classified the information into information sharing, approval, Disagreement, interrogative, comprehensive, and field-controlled discussions. We use Gephi software to build a classified comprehensive social network, and analyze the characteristics of the collaborative network based on average degree, graph density, average path length, and average clustering coefficient value, and Combining group role characteristics. We explore the relationship between group, group role, and academic performance. The results of the research show that most of the group's dialogue activities are more inclined to general information sharing and discussion. The group with high cohesion may not achieve the highest results, and the role of the group leader as a leader may not be the best in academic performance.