Relationships Between Social Networks and Student Outcomes in Learning Assistant Supported CoursesAmerican Association of Physics Teachers (2017)
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.
- social networks,
- student outcomes,
- Learning Assistants
Publication DateJuly 25, 2017
Citation InformationRobert 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/
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