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Social network analysis and activity theory: A symbiotic relationship

Murphy, Victoria; Littlejohn, Allison and Rienties, Bart C. (2020). Social network analysis and activity theory: A symbiotic relationship. In: Froehlich, Dominik E.; Rehm, Martin and Rienties, Bart C. eds. Mixed methods social network analysis: Theories and methodologies in learning and education. London, United Kingdom: Routledge, (In press).

URL: https://www-routledge-com/Mixed-Methods-Social-Net...
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Abstract

The chapter outlines benefits that can be accrued by combining SNA approaches with those based on activity theory. The two frameworks take different perspectives and are from very different origins. However, in essence they are both concerned with understanding the interactions that take place between individuals or networks in order to achieve a goal. The combination of these two research approaches can be utilised to address some of the limitations of both SNA and activity theory.

This chapter will initially explore similarities and differences in the philosophical principles underpinning SNA and activity theory, before moving on to the strengths and weaknesses of research designs based on each. It will then progress to discussing how a combination of the frameworks can create a stronger design; in particular we will explore how activity theory can place SNA in a qualitatively rich context, while SNA provides a structured exploration of the community and division of labour elements of an activity system. While there are several benefits to combination, there remain limitations that are not addressed by mixing these particular frameworks, such as a lack of focus on cognitive processes. Finally, the chapter will end by giving an example of a research design that combined SNA and activity theory to illustrate how researchers may implement this particular mixed methods approach.

Item Type: Book Section
Copyright Holders: 2020 Routledge
ISBN: 0-367-17444-8, 978-0-367-17444-6
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Learning and Teaching Innovation - Academic
Faculty of Wellbeing, Education and Language Studies (WELS)
Research Group: Centre for Research in Education and Educational Technology (CREET)
OpenTEL
Item ID: 66643
Depositing User: Vicky Murphy
Date Deposited: 14 Oct 2019 08:22
Last Modified: 15 Oct 2019 16:41
URI: http://oro.open.ac.uk/id/eprint/66643
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