The NLC with the experienced teacher showed higher and more stable network density than the beginner's NLC, whose density dropped from 36% to 26% in the end phase¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Density values of group 1 were higher and remained stable throughout the project, while group 2's density dropped from 36% to 26% in the last period. → de Laat 2007

Evidence¶

de Laat 2007¶

de Laat, M., Lally, V., Lipponen, L. & Simons, R.-J. (2007). Online teaching in networked learning communities: A multi-method approach to studying the role of the teacher. Instructional Science, vol. 35, no. 3, pp. 257-286. https://doi.org/10.1007/s11251-006-9007-0

q2 · i? · qualitative · r2

Social network analysis of WebCT log data from two NLCs (235 messages in NLC1, 215 in NLC2) sampled in three phases. The authors report that "the density values of group 1 are higher" and stable, whereas NLC2 fell from 0.36 to 0.26 (Table 2). No effect size is printed.

"First of all, the density values of group 1 are higher, indicating that the participants have more connections amongst each other. Secondly the density values of the first group remain stable throughout the entire project."

Discussion¶

Related Claims¶

• Classrooms differ in network density and centrality, indicators of social cohesion — related
• Learning and teaching processes in networked learning are not static but have different dynamics at various stages of collaborative work — a broader claim this one bears on
• Both teachers remained peripherally active and concentrated their contributions on tutoring, with the experienced teacher also acting as a learner on an equal basis — related
• NLC1 acted as one evenly participating group with no cliques, while NLC2 was initially directed by three central participants and did not operate as one group — related