The number of cliques in the forum interaction networks increased dramatically by the third iteration, while cohesion within cliques decreased¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2020: local conditions change quickly

Subclaims¶

q3 i? Clique numbers increased moderately in the second iteration and dramatically in the third, implying more interaction and collaboration. → Sydney Enock Msonde 2017

Evidence¶

Sydney Enock Msonde 2017¶

Sydney Enock Msonde, Jan Van Aalst. (2017). Designing for interaction, thinking and academic achievement in a Tanzanian undergraduate chemistry course. Education Tech Research Dev (2017) 65:1389–1413. https://doi.org/10.1007/s11423-017-9531-4

q3 · i? · causal · r2

Clique analysis of the note-linking networks in both treatments across three cycles (Table 3), reported as descriptive network results with no effect size printed. The article interprets rising clique counts as more interaction and falling cohesion index values as closeness within cliques reducing as community-wide interaction increased.

"In the second iteration the number of cliques increased moderately, while in the third iteration there was a dramatic increase in clique numbers. These increases in clique numbers imply that students experienced more interaction and collaboration. The lower cohesion index implies that closeness between students within cliques reduced with an increase in community-wide interaction."

Discussion¶

Related Claims¶

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• Students segregated into language cliques whenever allowed to choose peer interactions, despite the 50-50 enrollment design — related
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• Clique-average mathematics achievement negatively predicts the development of adolescents' academic self-concept (a BFLPE at the clique level) — related