Social Network Methods and Social Network Methods and Measures for Examining Measures for Examining E- E- Learning Learning WUN/ESRC Seminar Series WUN/ESRC Seminar Series Southampton, April 15, 2005 Southampton, April 15, 2005 Caroline Haythornthwaite Caroline Haythornthwaite Associate Professor Associate Professor Graduate School of Library and Information Graduate School of Library and Information Science Science University of Illinois at Urbana-Champaign University of Illinois at Urbana-Champaign
Transcript
Social Network Methods and Social Network Methods and
Measures for ExaminingMeasures for Examining E-E-Learning Learning
WUN/ESRC Seminar SeriesWUN/ESRC Seminar SeriesSouthampton, April 15, 2005Southampton, April 15, 2005
Caroline HaythornthwaiteCaroline HaythornthwaiteAssociate ProfessorAssociate Professor
Graduate School of Library and Information ScienceGraduate School of Library and Information ScienceUniversity of Illinois at Urbana-ChampaignUniversity of Illinois at Urbana-Champaign
Learning is a Social Network Learning is a Social Network RelationRelation
An interaction, transaction, An interaction, transaction, communicationcommunication An exchange between teacher and student, An exchange between teacher and student,
between student and studentbetween student and student A common experience as students learn and A common experience as students learn and
work together, listen to lectures, belong to a work together, listen to lectures, belong to a class, a program, a universityclass, a program, a university
A shared experience as co-workers learn A shared experience as co-workers learn together, collaborators create new together, collaborators create new knowledge togetherknowledge together
Relations lead to Networks … Relations lead to Networks …
Warning!Warning!
Networks can be addictive and mind altering!
After this presentation you will begin to see networks everywhere.
You will be unable to talk to colleagues without pointing out the network
angle on everything! Click Here To Accept this WarningClick Here To Accept this Warning
Social Network BasicsSocial Network Basics
Key conceptsKey concepts
ActorsActors
RelationsRelations
Ties Ties
NetworksNetworks
Relations lead to NetworksRelations lead to Networks ActorsActors
Nodes in the networkNodes in the network Interact and maintain Interact and maintain
relations with each otherrelations with each other RelationsRelations
Lines in the networkLines in the network Connect actors in specific Connect actors in specific
kinds of interaction, and kinds of interaction, and joint experiencejoint experience
TiesTies Lines between actorsLines between actors Exist between actors, Exist between actors,
connected by one or more connected by one or more relationsrelations
NetworksNetworks Whole configuration of Whole configuration of
lines and actorslines and actors Result from the combined Result from the combined
set of actors and tiesset of actors and ties
Pre-class text chat: 3 ‘snapshots’
Actors=students & instructorRelation=talked with
Social Network ApproachSocial Network Approach
An emphasis on what people do An emphasis on what people do togethertogether Who talks to whom about what?Who talks to whom about what?
Who gives, receives, shares what kinds of Who gives, receives, shares what kinds of resources?resources?
Network outcomesNetwork outcomes How does the structure of a network affect How does the structure of a network affect
resource flow among group members? resource flow among group members? When do resources reach others?When do resources reach others? What social capital do members of the What social capital do members of the
Who does what with whom … and via which Who does what with whom … and via which media?media?
TYPE OF INTERACTION Group Members: 1 2 3 ... 20
How often have you received instructions (i.e., exact directions on what work to do) from this person?
in unscheduled face-to-face meetings in scheduled face-to-face meetings by telephone by fax by electronic mail by videoconferencing
How often: D for daily W for Weekly M for Monthly Y for Yearly 0 for never For in between amounts use e.g., 2D for twice a day, 6Y for six times a year
What is exchanged, shared, experienced togetherWhat is exchanged, shared, experienced together Communication: chatting, gossiping, giving informationCommunication: chatting, gossiping, giving information Small services: babysitting, lending small amounts of moneySmall services: babysitting, lending small amounts of money Social support: giving or receiving emotional supportSocial support: giving or receiving emotional support Collaboration: working together, learning togetherCollaboration: working together, learning together Social services: cleaning up after disasters, helping neighborsSocial services: cleaning up after disasters, helping neighbors
DirectionDirection Flow of resources, from whom and to whomFlow of resources, from whom and to whom
Money … from parents to childrenMoney … from parents to children Information … from teachers to students, and … ??Information … from teachers to students, and … ?? Help with technology … from {who?} to studentHelp with technology … from {who?} to student Social support … from {spouse, family, ??} to studentSocial support … from {spouse, family, ??} to student
StrengthStrength How much, how often, of what importanceHow much, how often, of what importance
Small services versus full time careSmall services versus full time care Minor versus major social supportMinor versus major social support Monthly vs Weekly vs Daily vs Many times a Day communicationMonthly vs Weekly vs Daily vs Many times a Day communication
Receiving work Receiving work Giving work Giving work Collaborative writing Collaborative writing Sociability Sociability Major emotional support Major emotional support Computer programming Computer programming
E-Learners (distributed): LEEP distance degreeE-Learners (distributed): LEEP distance degree Collaboration on class work Collaboration on class work Receiving or Giving Receiving or Giving
information or advice about class work information or advice about class work Socializing Socializing Exchanging emotional support Exchanging emotional support
Interdisciplinary Research Teams (distributed)Interdisciplinary Research Teams (distributed) Exchange of factual knowledge Exchange of factual knowledge Learning the Learning the
process of doing something process of doing something Finding out about Finding out about research methods research methods Working jointly on research Working jointly on research Learning about how to use a technology Learning about how to use a technology Generating ideas Generating ideas Socialization into the profession Socialization into the profession Access to a network of contacts Access to a network of contacts Administrative Administrative work work
Relations define TiesRelations define Ties
Weak Ties … Weak Ties … fewer, less intimate fewer, less intimate
exchangesexchanges instrumental instrumental
exchangesexchanges share fewer types of share fewer types of
information and supportinformation and support use fewer mediause fewer media
Source of…Source of… strength of weak ties = strength of weak ties =
access to new access to new information, new information, new resources, resources,
no obligation to shareno obligation to share
… … Strong TiesStrong Ties more relations, more more relations, more
frequent frequent interactioninteraction
emotional as well as emotional as well as instrumental exchangesinstrumental exchanges
higher level of intimacy, higher level of intimacy, more self-disclosuremore self-disclosure
reciprocity in exchangesreciprocity in exchanges use more mediause more media
… … Source of Source of freely given resources, freely given resources,
obligations to share obligations to share resourcesresources
access to same resourcesaccess to same resources
Latent Ties Latent Ties Technically possible, but not yet activatedTechnically possible, but not yet activated
E.g., enrollment in the same class, member of the same E.g., enrollment in the same class, member of the same listserv or email list, attendee at a regular ftf meetinglistserv or email list, attendee at a regular ftf meeting
Provide ground on which ties can grow to weak Provide ground on which ties can grow to weak and then to strongand then to strong
Because not built by actors themselves, but Because not built by actors themselves, but instead based on co-membership in some instead based on co-membership in some common forum … common forum …
the means of connecting actors is orchestrated by the means of connecting actors is orchestrated by authorities beyond the actors involvedauthorities beyond the actors involved
Both social and technical means are possible for Both social and technical means are possible for bringing actors together on the way to creating bringing actors together on the way to creating tiesties
Ties define NetworksTies define Networks
PersonalPersonal Ego-Ego-
centriccentric Whole Whole
networksnetworks
Personal Network of a Typical Distance Learner
Student
3 Strong Tiesdaily communication
All relations, including weeklyEmotional Support;
Maintained via 2 to 4 media, withvery high frequency
communication via Email
3 Intermediate to Strong Tiescommunication 2-3 times a week
2-4 relations, including low frequencyEmotional Support;
Maintained via 2 media
4 Weak to Intermediate Tiesweekly communication
2-4 relations, CW or EI plus Socializing,with occasional Emotional Support;Maintained via fewer than 2 media
Weak Ties with the Remainder of the Classmonthly communication
1-2 relations, mainly Collaborating on Class Work orExchanging Information, plus Socializing;
Maintained via 1 mediumusually the class medium (Webboard or IRC)
Personal Network of Typical Distance Learner (based on 52 students from 4 classes)
Eddie
Fran
Fred Ginger
Ego
Child at home
Child at college
Spouse
Parents
Pete
Classmates
Pat
Boss
Pam
Co-workers
Ego-centric NetworkEgo-centric Network
Hypothetical, but based on year long interviews with 17 e-learners
Whole NetworkWhole Network
Whole network of relation ‘Collaborating on class work’ (14 e-learning students)
Networks show:
* density
* actor centrality
* network centralization
* cliques
* network stars
* network brokers
* isolates
* isolated cliques
* structural holes
* resource flow
* social structures
B2
D3
B4
D5
C8
D9
B10
D12
C13C15
A6
A7
A11
A14
Network Star, & Broker
E-Learning Relations & TiesE-Learning Relations & Ties LearningLearning
instructors and assistants, classmates instructors and assistants, classmates library staff and bookstoreslibrary staff and bookstores generalized ties with all members of the programgeneralized ties with all members of the program
Technical support Technical support program personnel, local technical experts program personnel, local technical experts
(spouses, children, co-workers) (spouses, children, co-workers) Social supportSocial support
family, and the workplace (employers, bosses, family, and the workplace (employers, bosses, and co-workers), and online from and with fellow and co-workers), and online from and with fellow studentsstudents
Friendship Friendship fellow students, local and remote friendsfellow students, local and remote friends
Social support, information about academic content, Social support, information about academic content, technical help, emotional support, co-work relationstechnical help, emotional support, co-work relations
MembershipMembership ““It’s a different kind of world that most people aren’t It’s a different kind of world that most people aren’t
used to so they can’t really understand it since they’re used to so they can’t really understand it since they’re on the outside.”on the outside.”
& Nielsen, 2004) & Nielsen, 2004) Virtual world differencesVirtual world differences
Effort to stay ‘present’, make and maintain tiesEffort to stay ‘present’, make and maintain ties Importance of synchronous contact for tiesImportance of synchronous contact for ties
Temporal patternsTemporal patterns Joining, engaging, and disengaging from LEEPJoining, engaging, and disengaging from LEEP
Examining the “E” in E-Examining the “E” in E-Learning Learning
Arguments against and for online Arguments against and for online relationships of friendship, work and relationships of friendship, work and learninglearning
Differences between online and Differences between online and offlineoffline Lean, text-based media vs Rich face-to-Lean, text-based media vs Rich face-to-
face communicationface communication Consequences of spending time online Consequences of spending time online
vs offlinevs offline
Arguments about E-RelationsArguments about E-RelationsArguments against …Arguments against …
Lean communicationLean communication Text-based, reduced cuesText-based, reduced cues Ill-suited to emotional, Ill-suited to emotional,
Integrative social effectsIntegrative social effects Connecting disparate others: Connecting disparate others:
Bringing inBringing in peripheral players, peripheral players, spanning time and space (Sproull & spanning time and space (Sproull & Kiesler, 1991)Kiesler, 1991)
Maintaining connections even when Maintaining connections even when distributed (LaRose, Eastin & distributed (LaRose, Eastin & Gregg, 2001; Hampton & Wellman, Gregg, 2001; Hampton & Wellman, 2002)2002)
Arguments about E-LearningArguments about E-LearningArguments against …Arguments against …Lean communicationLean communication How can an online class How can an online class
deliver the same kind of deliver the same kind of experience as on-campus experience as on-campus education? education?
Learners lose close Learners lose close interaction with faculty and interaction with faculty and other studentsother students
How can they learn without How can they learn without ftf lectures, and discussion ftf lectures, and discussion groups? groups?
How can you maintain a How can you maintain a learning community learning community without co-location and on-without co-location and on-campus activities? campus activities?
Arguments for …Arguments for …Rich communicationRich communication No significant differenceNo significant difference Delivers different learning Delivers different learning
experience but just as goodexperience but just as good Delivers better experience Delivers better experience
when closer to the when closer to the workplaceworkplace
Online provides perception Online provides perception of closer contact with of closer contact with instructorsinstructors
No turn-taking: All voices No turn-taking: All voices can be heardcan be heard
Promotes contributions by Promotes contributions by shy students, ESL studentsshy students, ESL students
Strong communal bonds Strong communal bonds are createdare created
Arguments about TiesArguments about TiesConCon
Inability to sustain the Inability to sustain the kinds of exchanges that kinds of exchanges that pertain to strong ties, e.g., pertain to strong ties, e.g., emotional, self-disclosure, emotional, self-disclosure, trust, exchange of trust, exchange of complex informationcomplex information
= Argument against the = Argument against the ability to sustain strong ability to sustain strong ties of friendship or workties of friendship or work
Latent and weak ties Latent and weak ties cannot bootstrap cannot bootstrap themselves to make themselves to make stronger relationships stronger relationships
among those with need or among those with need or desire to communicate desire to communicate frequently and effectively frequently and effectively
= Argument that strong ties = Argument that strong ties will find a waywill find a way
Communication conventions Communication conventions will be created by strong tieswill be created by strong ties
Need will drive Need will drive communicationcommunication
Ties can be bootstrapped by Ties can be bootstrapped by the right social and technical the right social and technical planning and interventionsplanning and interventions
Critiques of E-Learning Critiques of E-Learning
Based on two, untested assumptionsBased on two, untested assumptions physical co-location is the key factor making physical co-location is the key factor making
the educational experiencethe educational experience on-campus experience is the one best way to on-campus experience is the one best way to
interact, teach, and learninteract, teach, and learn Need to separate delivery mechanism Need to separate delivery mechanism
from relationsfrom relations physical campus and classroom is a delivery physical campus and classroom is a delivery
mechanism, not what is being deliveredmechanism, not what is being delivered e-learning technologies are also delivery e-learning technologies are also delivery
mechanismsmechanisms
Can Ties Develop Online?Can Ties Develop Online?
Next two slides show two classes and Next two slides show two classes and the network configurations that the network configurations that developed over timedeveloped over time
F97: Collaborative work via IRC and Email by Time
Internet Relay Chat
Email
Group projects; Webboard also used for discussion, connected all to all
Time 1 Time 2 Time 3
F98: All communications, IRC and Email by Time Internet Relay Chat
Email
No group project; Rotating pairs for presentations; Webboard use started but abandoned in this class; it connected very few after abandonment
Time 1 Time 2 Time 3
Two Patterns of Media UseTwo Patterns of Media Use
Wide connectivity with Wide connectivity with low frequency of low frequency of communicationcommunication Webboard +/or IRCWebboard +/or IRC class-mandated mediaclass-mandated media class-wide, publicclass-wide, public communicate with the communicate with the
class as a wholeclass as a whole * access to weak ties, * access to weak ties,
new information, new information, different opinionsdifferent opinions
Selective connectivity, Selective connectivity, with higher frequency of with higher frequency of communicationcommunication Email, PhoneEmail, Phone optional mediaoptional media person-to-person, privateperson-to-person, private communicate with friends communicate with friends
and project work matesand project work mates * access to motivated * access to motivated
Tasks Ahead: Some Tasks Ahead: Some ExamplesExamples
In-class dynamicsIn-class dynamics Finding out what network configurations exist, what they mean, and Finding out what network configurations exist, what they mean, and
what we then want to encourage. what we then want to encourage. What does it mean to have high density in a learning network? What does it mean to have high density in a learning network? How common are network stars in e-learning classes, and how does How common are network stars in e-learning classes, and how does
their presence affect class dynamics? their presence affect class dynamics? Discovering relationsDiscovering relations
What relations make up a teaching-learning relationship, a What relations make up a teaching-learning relationship, a collaborative work and learning relationship, a peer-to-peer collaborative work and learning relationship, a peer-to-peer network? network?
How do we support and provide for that online?How do we support and provide for that online? Bootstrapping online relationshipsBootstrapping online relationships
How do you get e-learning interactions up and running? How do you get e-learning interactions up and running? How do you bootstrap network ties?How do you bootstrap network ties?
Building e-learning communitiesBuilding e-learning communities How do you foster interpersonal ties and community that support How do you foster interpersonal ties and community that support
learning, being together at a distance, and provide benefits such as learning, being together at a distance, and provide benefits such as satisfaction with the e-learning experience, and personal well-satisfaction with the e-learning experience, and personal well-being? being?
How does feeling part of a community relate to pedagogical How does feeling part of a community relate to pedagogical outcomes, program completion rates, and long term professional outcomes, program completion rates, and long term professional associations?associations?
E-Learning Network StudiesE-Learning Network Studies Series of papers on in-class networks of four e-learning classesSeries of papers on in-class networks of four e-learning classes
Haythornthwaite, C. (2000). Online personal networks: Size, Haythornthwaite, C. (2000). Online personal networks: Size, composition and media use among distance learners. composition and media use among distance learners. New Media New Media and Societyand Society, 2(2), 195-226. , 2(2), 195-226.
Haythornthwaite, C. (2001). Exploring multiplexity: Social network Haythornthwaite, C. (2001). Exploring multiplexity: Social network structures in a computer-supported distance learning class. structures in a computer-supported distance learning class. The The Information Society, 17Information Society, 17(3), 211-226.(3), 211-226.
Haythornthwaite, C. (2002). Strong, weak and latent ties and the Haythornthwaite, C. (2002). Strong, weak and latent ties and the impact of new media. impact of new media. The Information SocietyThe Information Society, , 1818(5), 385-401.(5), 385-401.
Longitudinal, qualitative study of e-learners networksLongitudinal, qualitative study of e-learners networks Haythornthwaite, C., Kazmer, M.M., Robins, J. & Shoemaker, S. Haythornthwaite, C., Kazmer, M.M., Robins, J. & Shoemaker, S.
(2000). Community development among distance learners: (2000). Community development among distance learners: Temporal and technological dimensions. Temporal and technological dimensions. Journal of Computer-Journal of Computer-Mediated CommunicationMediated Communication, , 66(1). (1). http://www.ascusc.org/jcmc/vol6/issue1/haythornthwaite.htmlhttp://www.ascusc.org/jcmc/vol6/issue1/haythornthwaite.html
See also See also Haythornthwaite, C. (2002b). Building social networks via Haythornthwaite, C. (2002b). Building social networks via
computer networks: Creating and sustaining distributed learning computer networks: Creating and sustaining distributed learning communities. In K.A. Renninger & W. Shumar, communities. In K.A. Renninger & W. Shumar, Building Virtual Building Virtual Communities: Learning and Change in CyberspaceCommunities: Learning and Change in Cyberspace (pp.159-190). (pp.159-190). Cambridge: Cambridge Univ. Press. Cambridge: Cambridge Univ. Press.
Haythornthwaite, C. & Kazmer, M.M. (Eds.) (2004). Haythornthwaite, C. & Kazmer, M.M. (Eds.) (2004). Learning, Learning, Culture and Community in Online Education: Research and Culture and Community in Online Education: Research and PracticePractice. NY: Peter Lang. . NY: Peter Lang.
Further Reading on Social Further Reading on Social NetworksNetworks
Garton, L., Haythornthwaite, C. & Wellman, B. (1997). Garton, L., Haythornthwaite, C. & Wellman, B. (1997). Studying online social networks. Studying online social networks. JCMCJCMC, , 3(1)3(1). . http://www.ascusc.org/jcmc/vol3/issue1/garton.html.http://www.ascusc.org/jcmc/vol3/issue1/garton.html.
Monge, P. R. & Contractor, N. S. (2003). Monge, P. R. & Contractor, N. S. (2003). Theories of Theories of Communication NetworksCommunication Networks. Oxford, UK: Oxford University . Oxford, UK: Oxford University Press.Press.
Wasserman, S. & Faust, K. (1994). Wasserman, S. & Faust, K. (1994). Social Network AnalysisSocial Network Analysis. . Cambridge, MA: Cambridge University Press.Cambridge, MA: Cambridge University Press.
Wellman, B. (1997). An electronic group is a social network. Wellman, B. (1997). An electronic group is a social network. In S. Kiesler (Ed.),In S. Kiesler (Ed.), Cultures of the Internet Cultures of the Internet (pp.179-205). (pp.179-205). Mahwah, NJ: Lawrence Erlbaum.Mahwah, NJ: Lawrence Erlbaum.
Wellman, B., & Berkowitz, S.D. (Eds.) (1997). Wellman, B., & Berkowitz, S.D. (Eds.) (1997). Social Social Structures: A Network ApproachStructures: A Network Approach. (updated edition) . (updated edition) Greenwich, CT: JAI Press.Greenwich, CT: JAI Press.
Wellman, B., Salaff, J., Dimitrova, D., Garton, L., Gulia, M., & Wellman, B., Salaff, J., Dimitrova, D., Garton, L., Gulia, M., & Haythornthwaite, C. (1996). Computer networks as social Haythornthwaite, C. (1996). Computer networks as social networks: Collaborative work, telework, and virtual networks: Collaborative work, telework, and virtual community. community. Annual Review of Sociology, 22Annual Review of Sociology, 22, 213-238., 213-238.
