Online Learner Self-Regulation: Learning Presence Viewed Through Quantitative Content and Social Network Analysis

• In Event: Exploring Online Discussions

Abstract

This paper seeks to explore relationships between online learner self and co-regulation (learning presence) evident in quantitative content analysis and advantageous location within networks of online interaction reflected in social network analysis. In part we seek to examine the effects of assigning and assisting doctoral level students to facilitate discussion and other activities on the expression of learning presence and student location within the resulting network of interaction in online discussion. We conjecture that, as in previous research, transferring some of the instructional responsibility to learners increases self and co-regulatory performance (Shea, Hayes, Uzuner, Vickers, Wilde, Gozza-Cohen, &Jian, 2011), and results in advantageous location within associated learner interactions as measured by social network analytics.

Authors

• Peter Shea, University at Albany - SUNY

• Suzanne Markoe Hayes, Volunteers Of America, Greater Los Angeles

• Sedef Uzuner Smith, Lamar University

• Jason Vickers, University at Albany - SUNY

• Mary Gozza-Cohen, Widener University

• Shou-Bang Jian, University at Albany - SUNY

• Alexandra M Pickett, SUNY Learning Network

• Jane Wilde, University at Albany - SUNY

• Chi-Hua Tseng, Empire State College - SUNY