Mittelmeier, Jenna; Héliot, YingFei; Rienties, Bart and Whitelock, Denise
(2016).
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| DOI (Digital Object Identifier) Link: | https://doi.org/10.1145/2908131.2908169 |
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Abstract
Although collaborative web-based tools are often used in blended environments such as education, little research has analysed the predictive power of face-to-face social connections on measurable user behaviours in online collaboration, particularly in diverse settings. In this paper, we use Social Network Analysis to compare users’ pre-existing social networks with the quantity of their contributions to an online chat-based collaborative activity in a higher education classroom. In addition, we consider whether the amount of diversity present in one’s social network leads to more online contributions in an anonymous cross-cultural collaborative setting. Our findings indicate that pre-existing social connections can predict how much users contribute to online education-related collaborative activities with diverse group members, even more so than academic performance. Furthermore, our findings suggest that future Web Science research should consider how the more traditionally ‘qualitative’ socio-cultural influences affect user participation and use of online collaborative tools.
| Item Type: | Conference or Workshop Item |
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| Copyright Holders: | 2016 ACM |
| ISBN: | 1-4503-4208-6, 978-1-4503-4208-7 |
| Keywords: | Social Network Analysis; online collaboration; social networks; group work; cross-cultural collaboration; online contributions |
| Academic Unit/School: | Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET) Learning and Teaching Innovation (LTI) |
| Research Group: | Centre for Research in Education and Educational Technology (CREET) OpenSpace Research Centre (OSRC) |
| Item ID: | 46221 |
| Depositing User: | Jenna Mittelmeier |
| Date Deposited: | 12 May 2016 09:16 |
| Last Modified: | 10 Sep 2018 23:08 |
| URI: | http://oro.open.ac.uk/id/eprint/46221 |
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