Collaboration Levels in Asynchronous Discussion Forums: A Social Network Analysis Approach.
Computer Supported Collaborative Learning literature relates high levels of collaboration to enhanced learning outcomes. However, an agreement on what is considered a high level of collaboration is unclear, especially if a qualitative approach is taken. This study describes how methods of Social Network Analysis were used to design a collaboration index. The study was conducted in a heterogeneous context of hybrid and online courses, in a virtual classrooms system, in higher education. Results show that the collaboration index effectively identified levels of collaboration in asynchronous discussion forums. ______________________________________________________________________________ Collaborative work has been viewed as a necessity by educational literature in recent times. It is believed that a pedagogy based on communities facilitates learning. The theoretical basis of this pedagogical principles date back to the socio constructivist ideas of Vigotsky and Piaget for whom social interaction was a critical component of learning processes (Dawson, 2008) In Computer Supported Collaborative Learning (CSCL) contexts, and especially in asynchronous discussion forums, socio constructivist principles are relevant because, individual learning occurs in a social context. These principles guide the design and development of online learning environments that incorporate elements as self reflection, authentic learning, active learning, and collaborative learning (Gibson, 2013) However, despite the growing number of computer mediated learning programs, several educational studies indicate that the theoretical and methodological body of knowledge that explains how we learn with technological support is still scarce and fragmented (Garcia Cabrero, Marquez Ramirez, Bustos Sanchez, Miranda Diaz, Espindola, 2008) Several studies have investigated the effectiveness of various educational technologies to improve student interaction, motivation, and academic performance in technology mediated courses but there is still a need for studies that analyze how relations and networks develop in education contexts (Dawson, 2008) Asynchronous discussion forums are one of the most useful technological resources for students to interact in hybrid and distance courses. To make the best use of these forums it is particularly relevant to understand the dynamics of interaction and collaboration among the participants in the forums and the factors influencing them. Journal of Interactive Online Learning Luhrs and McAnally Salas 30 There are many unsolved questions about the mechanisms and nuances of interaction and collaboration in computer mediated communication. Many teachers have a clear understanding of the importance of collaboration but face the challenge to motivate their students to participate in online discussions, especially when they lack formal or proper training as discussion forum moderators. Participants in computer mediated courses also intuitively deduce that acquiring knowledge is more than having access to information. They perceive there is a much wider and complex connection between interaction and knowledge construction (Salmon, 2000) Social Network Analysis (SNA) programs have a great potential to explore interaction and collaboration in asynchronous discussion forums because the discussion logs can be easily transformed into networks that provide a visual representation of the interaction patterns in the forums. Reffay and Chanier (2003) mention that "Systems developed to support collaboration during the learning process need to rely on the basic data, which often are textual data, coming from communication tools" SNA programs generate more than graphs, they provide statistical data like the number of participants in a forum, the number of exchanged messages, and several other values that can be used as indicators of interaction, connectivity and collaboration. It is especially necessary to have Distance Learning Management Systems (DLMS) capable of calculating and showing the structure of students' groups and the cohesion among them to address possible learning issues before they become irreversible (Reffay Chanier, 2003) This article presents a study that used SNA statistical values to create a collaboration index (CI) which assigns a numerical value to levels of collaboration in asynchronous discussion forums. The CI is applied to effectively identify forums of interest in a very heterogeneous CSCL context. Literature Review Constructivism is the most common pedagogical approach for online learning. The central constructivist idea is that the teacher does not transmit or impose meaning. Students create meaning from learning activities chosen by the teacher. Meaning is personal and it depends on what is previously known, the way that knowledge is used and the motives and intentions of the learner. Learning changes the way of seeing and understanding the world and its phenomena (Biggs, 2006) Social constructivism draws on the ideas of constructivism and becomes a model that states that knowledge is not only acquired from the relation of the subject with his environment but the social environment is incorporated as a factor to this equation. Thus the new knowledge emerges from schemes that result from a person's reality and the comparison that person makes with the schemes of the people with whom he interacts (Parica, Bruno, Abancin, 2005; Payer, 2005) Collaborative learning is one of the central tenets of social constructivism and states that collaboration promotes learning because it allows students to take the initiative, develop their creativity, critical thinking, and dialogue level (Palloff Prat, 2007) Computer Supported Collaborative Learning (CSCL) is an emerging branch of collaborative learning. Its main interest is how students learn in collaboration with others with the help of the computer (Stahl, Koschmann, Suthers, 2006) It is believed that the use of CSCL, under a constructivist approach, allows the use of information and communications technologies to address one of the most common problems in educational systems: passive students who only absorb information from the teacher, without critical reflection of the contents. The reason higher education emphasizes the use of CSCL is Journal of Interactive Online Learning Luhrs and McAnally Salas 31 because it encourages active use of thought, and challenges the students to use advanced mental abilities through learning (Veldhuis Diermanse Wageningen Universiteit, 2002) In computer supported collaborative learning contexts (CSCL) asynchronous discussion forums are recognized as a key element for communication and collaborative learning. Asynchronous discussion forums can be defined as technological resources that enable members of a group to interact in different times and locations to explore topics and discuss ideas from different perspectives through messages that remain as logs and can be complemented. Asynchronous discussion forums enable the exchange of ideas to discuss a topic related to the course objectives. This pedagogical method offers many possibilities for learning. Participants not only have experiences that go beyond the physical context of the classroom but they acquire a new perspective and have more time to think about issues under discussion. Participants in the forum relate new learning to previous experiences and build knowledge as they collaborate and become involved in social negotiation (Abawajy, 2012) Asynchronous discussions conducted in forums are activities of dialogic nature. By interacting, participants become part of a virtual community. The nature of content emerges via the interaction among students, students and the teacher or other sources of knowledge (U.S. Department of Education, 2010) Numerous investigations point to interaction and collaboration as key elements for quality online education, capable of improving the learning outcomes and student satisfaction. Terry Anderson published The Equivalency Theorem in 2003 to explain the mechanisms of interaction in distance education. This theorem also explains the differences between strategies and activities oriented to independent learning and those oriented to collaborative learning. From The Equivalence Theorem, Miyazoe Anderson (2010) developed the Interaction Equivalency Theorem which can be summarized in two theses: 1. It is possible to achieve a deep and meaningful learning experience as long as one of the three forms of interaction (student teacher, student student, student content) is at a high level. The other two may be offered at minimal levels or even eliminated without lessening the educational experience. 2. High levels of more than one of the above forms of interaction could result in a more rewarding educational experience but it may not have the same cost (or time) benefit than less interactive learning sequences. The first thesis addresses the quality of interaction and states that high levels of one form of interaction ensure the quality of learning. That is, a student can achieve a quality learning experience by interacting intensively with his peers even if the instructor was unavailable or the course contents were not appropriate. The second thesis refers to the quantity of interaction. The quality of learning of a course with high levels of the three types of interaction would be high but the time investment required from students and teacher would make it expensive and unsustainable (Miyazoe Anderson, 2010) The Interaction Equivalency Theorem has a strong theoretical foundation and reveals the importance of interaction in a CSCL context. We believe, as Balaji and Chakrabarti (2010) that interaction promotes productive relations to collaboratively explore topics of the class and that it is closely related to the level of connectivity among the participants in the discussion forums. Connectivity and interaction can be exp