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Presentation
Relationships Between Social Networks and Student Outcomes in Learning Assistant Supported Courses
American Association of Physics Teachers (2017)
  • Robert Talbot, School of Education and Human Development at the University of Colorado Denver
  • Paul Le, university of colorado denver
  • Andrew McDevitt, university of colorado denver
  • Amreen nasim, School of Education and Human Development at the University of Colorado Denver
  • Leanne Doughty, School of Education and Human Development at the University of Colorado Denver
  • Laurel Hartley, university of colorado denver
Abstract
One of the primary goals of a Learning Assistant is to promote interaction and discourse among learners working on group-worthy tasks. These interactions are situated within large enrollment courses at the institutions in our research program. We view these courses as learning communities in which social network methods can serve to characterize the centrality, importance, and the positionality of each community member. Using a network analytic approach to responses from student surveys, we quantify these characteristics as parameters which are then used in regression models. These models relate student and course level attributes to student outcomes, including course grade, concept inventory gain scores, and attitudes towards learning science. In this talk we will describe the central figures in classroom interactions, and the relationships between students’ individual network characteristics and their respective outcomes.
Keywords
  • social networks,
  • student outcomes,
  • STEM,
  • Learning Assistants
Publication Date
July 25, 2017
Location
Cincinnati, OH
Citation Information
Robert Talbot, Paul Le, Andrew McDevitt, Amreen nasim, et al.. "Relationships Between Social Networks and Student Outcomes in Learning Assistant Supported Courses" American Association of Physics Teachers (2017)
Available at: http://works.bepress.com/robert-talbot/18/
Creative Commons License
Creative Commons License
This work is licensed under a Creative Commons CC_BY-SA International License.