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Article

How ‘Networked’ are Online Collaborative Concept-Maps? Introducing Metrics for Quantifying and Comparing the ‘Networkedness’ of Collaboratively Constructed Content

1
Internet Lab, University of Haifa, Abba Khoushy Ave 199, Haifa 3498838, Israel
2
Educate Ventures, The Golden Triangle, 69 Banstead Road, Carshalton SM5 3NP, UK
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Author to whom correspondence should be addressed.
Educ. Sci. 2020, 10(10), 267; https://doi.org/10.3390/educsci10100267
Received: 15 August 2020 / Revised: 17 September 2020 / Accepted: 22 September 2020 / Published: 28 September 2020
With the growing role of online multi-participant collaborations in shaping the academic, professional, and civic spheres, incorporating collaborative online practices in educational settings has become imperative. As more educators include such practices in their curricula, they are faced with new challenges. Assessment of collaborations, especially in larger groups, is particularly challenging. Assessing the quality of the collaborative “thought process” and its product is essential for both pedagogical and evaluative purposes. While traditional quantitative quality measures were designed for individual work or the aggregated work of individuals, capturing the complexity and the integrative nature of high-quality collaborative learning requires novel methodologies. Network analysis provides methods and tools that can identify, describe, and quantify non-linear and complex phenomena. This paper applies network analysis to the content created by students through large-scale online collaborative concept-mapping and explores how these can be applied for the assessment of the quality of a collective product. Quantitative network structure measures are introduced for this purpose. The application and the affordances of these metrics are demonstrated on data from six large-group online collaborative discussions from academic settings. The metrics presented here address the organization and the integration of the content and enable a comparison of collaborative discussions. View Full-Text
Keywords: collaborative learning; online collaboration; online discussion; assessment of collaboration in learning; network analysis; concept mapping collaborative learning; online collaboration; online discussion; assessment of collaboration in learning; network analysis; concept mapping
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MDPI and ACS Style

Sher, N.; Kent, C.; Rafaeli, S. How ‘Networked’ are Online Collaborative Concept-Maps? Introducing Metrics for Quantifying and Comparing the ‘Networkedness’ of Collaboratively Constructed Content. Educ. Sci. 2020, 10, 267. https://doi.org/10.3390/educsci10100267

AMA Style

Sher N, Kent C, Rafaeli S. How ‘Networked’ are Online Collaborative Concept-Maps? Introducing Metrics for Quantifying and Comparing the ‘Networkedness’ of Collaboratively Constructed Content. Education Sciences. 2020; 10(10):267. https://doi.org/10.3390/educsci10100267

Chicago/Turabian Style

Sher, Noa, Carmel Kent, and Sheizaf Rafaeli. 2020. "How ‘Networked’ are Online Collaborative Concept-Maps? Introducing Metrics for Quantifying and Comparing the ‘Networkedness’ of Collaboratively Constructed Content" Education Sciences 10, no. 10: 267. https://doi.org/10.3390/educsci10100267

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