Using SNA to Provide Feedback on Course Discussion (AERA 2015 Presentation)
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Transcript of Using SNA to Provide Feedback on Course Discussion (AERA 2015 Presentation)
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Using Social Network Analytics To Provide Feedback On Course Discussion: Learner Preferences and Reactions Vanessa Dennen Florida State University [email protected]
April 2015 AERA • Chicago, IL 1
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What happens in an online class?
April 2015 AERA • Chicago, IL 2
• 1 response • 1 reply
Students Discuss
• Points for posts
• Content loosely considered
Instructor Grades
• 1 response • 1 reply
Students Discuss
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What happens in an online class?
April 2015 AERA • Chicago, IL 3
• 1 response • 1 reply
Students Discuss
• Points for posts
• Content loosely considered
Instructor Grades
• 1 response • 1 reply
Students Discuss
How can we get students more engaged? Do students realize that they are supposed to be more engaged? Do students realize that they are not engaged?
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Potential Solution • Use social network analysis and providing formative
feedback. • THIS STUDY (survey):
• Student reactions to and preferences for 3 different types of discussion participation feedback
Formative – Instructor
Formative – Student
Summative – Instructor
Summative – Student
April 2015 AERA • Chicago, IL 4
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Research Questions 1. Which type of feedback do students prefer on their
online discussion performance? 2. When SNA-based feedback is given, do student prefer it
to be ego- or whole-network focused? 3. To what extent to students find sociograms of
discussion interactions useful as a form of feedback? 4. Will students use SNA-based feedback to guide their
actions in future class discussion?
April 2015 AERA • Chicago, IL 5
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Discussion Feedback • DF1. Generic, brief text • DF2. Personal position in class network with comparative
information and whole class sociogram (relative benchmark)
• DF3. Personal network information only and ego network sociogram (course benchmark)
April 2015 AERA • Chicago, IL 6
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The Survey • Section 1: Demographics/Perspectives on Online
Learning • Section 2: Reaction to DF1 • Section 3: Reaction to DF2 • Section 4: Reaction to DF3 • Section 5: Comparing DF2 and DF3
April 2015 AERA • Chicago, IL 7
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Participants • Enrolled in online, undergraduate communications course • N=59 (12 male, 47 female) • First online course = 10 students • Main reasons for taking course
• Convenience (56%) • Required (44%)
April 2015 AERA • Chicago, IL 8
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Reaction to Feedback DF1 DF2 DF3
Too Brief 15 (25%) 1 (2%) 6 (10%)
Just Right 43 (73%) 11 (19%) 21 (36%)
More than needed 1 (2%) 47 (80%) 32 (54%)
Satisfactory, but I don’t need feedback
12 (20%) 1 (2%) 4 (7%)
Satisfactory, exactly as wanted
34 (58%) 12 (20%) 19 (32%)
Would like more substantive feedback
13 (22%) N/A N/A
Would like less substantive feedback
N/A 33 (56%) 26 (44%)
April 2015 AERA • Chicago, IL 9
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Actions Based on Feedback DF1 DF2 DF3
Ignore 6 (10%) 33 (56%) 20 (34%)
Read with interest
19 (32%) 19 (32%) 28 (47%) Read and change behavior 34 (58%) 7 (12%) 11 (19%)
Prefer DF2 Prefer DF3 No Preference 15% 63% 22%
Comparing DF2 & DF3
April 2015 AERA • Chicago, IL 10
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Reaction to Sociograms • Ego network was preferred over whole class • Despite inclusion of directions, most claimed they could
not understand the sociograms • Time stamps on surveys suggest they spent very little
time trying to understand the sociograms
Mean Time to Read (pilot)
Mean Time on Page (survey)
DF1 0:10 min 0:11 min
DF2 1:47 min 0:48 min
DF3 1:39 min 0:36 min
April 2015 AERA • Chicago, IL 11
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Most and Least Useful Parts of Sociograms
DF2 DF3 Most Useful Nothing (n = 23)
Comparison to classmates (n = 19) Use of visual information (n = 5)
Nothing (n = 16) Can see own participation (n = 11) Simpler than DF2 (n = 9)
Least Useful Confusing (n=23) Too much information (n = 10) Comparison to classmates (n = 8)
Confusing (n = 28) Nothing (n = 9) Not enough information to improve performance (n = 5)
April 2015 AERA • Chicago, IL 12
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Trends in Comments • Sociograms confused students (didn’t want to think that
hard) • Mixed sentiments about whether or not they should be
concerned with how classmates performed
A Culture of No Interaction “In my opinion, most students (including myself) are most interested in how he or she can do well in the class. I don’t even check to see if anyone has responded to my posts. We are not concerned about others. It is an online class, and requires little to no interaction with others, and should stay that way.”
April 2015 AERA • Chicago, IL 13
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Discussion / Conclusions • Feedback preferences will vary widely • Feedback needs to be
• Easy to digest • Immediately relevant to the student
• Allowing choice may be helpful • Provide whole class information in a public area of course • Provide brief personal feedback individually
• Data and visual literacy skills are necessary before analytic data can be used for formative feedback
April 2015 AERA • Chicago, IL 14
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Thank you! Slides can be found at:
http://slideshare.net/vanessadennen
Contact: [email protected] @vdennen
April 2015 AERA • Chicago, IL 15