Instructors' Perceptions of Networked Learning and Analytics | Perceptions des instructeurs quant à l'apprentissage et l'analyse en réseau
Bibliographic record
Abstract
This study seeks to understand instructors’ perceptions of social network analysis (SNA) and network visualizations as learning analytics (LA) tools for generating useful insights about student online interactions in their class. Qualitative and quantitative data were collected from three graduate courses taught at a Canadian university at the end of the academic term and came from two sources: (1) class-wide forum discussion messages, and (2) interviews with instructors regarding their perceptions of student networks and interactions. This study is unique as it focuses on instructors’ self-assessments of online student interactions and compares this with the SNA visualization. The difference between instructors’ perceptions of social network interactions and actual interactions underlines the potential that LA can provide for instructors. The results confirmed that SNA and network visualizations have the potential of making the “invisible” visible to instructors, thus enhancing their ability to engage students more effectively.Cette étude vise à comprendre les perceptions des instructeurs sur l’analyse des réseaux sociaux (ARS) et la visualisation de réseaux comme outils d’analyse de l’apprentissage (AA) produisant des perspectives utiles sur les interactions en ligne des étudiants de leur classe. Des données qualitatives et quantitatives ont été collectées dans trois cours des cycles supérieurs d’une université canadienne à la fin de la session scolaire. Ces données proviennent de deux sources : (1) les messages du forum de discussion de l’ensemble du groupe et (2) des entretiens avec les instructeurs au sujet de leurs perceptions sur les réseaux et interactions des étudiants. Cette étude est unique en ce qu’elle se concentre sur les auto-évaluations des instructeurs portant sur les interactions étudiantes en ligne, et les compare à la visualisation de l’ARS. La différence entre les perceptions qu’ont les instructeurs des interactions sur les réseaux sociaux et les interactions réelles souligne le potentiel que l’AA peut offrir aux instructeurs. Les résultats ont confirmé que l’ARS et les visualisations de réseaux ont le potentiel de rendre « l’invisible » visible pour les instructeurs, améliorant ainsi leur capacité à motiver les étudiants plus efficacement.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".