Social networks, communication styles, and learning performance in a CSCL community

The aim of this study is to empirically investigate the relationships between communication styles, social networks, and learning performance in a computer-supported collaborative learning (CSCL) community. Using social network analysis (SNA) and longitudinal survey data, we analyzed how 31 distributed learners developed collaborative learning social networks, when they had work together on the design of aerospace systems using online collaboration tools. The results showed that both individual and structural factors (i.e., communication styles and a pre-existing friendship network) significantly affected the way the learners developed collaborative learning social networks. More specifically, learners who possessed high willingness to communicate (WTC) or occupied initially peripheral network positions were more likely to explore new network linkages. We also found that the resultant social network properties significantly influenced learners performance to the extent that central actors in the emergent collaborative social network tended to get 0360-1315/$ see front matter 2005 Elsevier Ltd. All rights reserved. doi:10.1016/j.compedu.2005.07.003 * Corresponding author. Tel: +65 6874 8755; fax: +65 6779 4911. E-mail addresses: [email protected] (H. Cho), [email protected] (G. Gay), [email protected] (B. Davidson), [email protected] (A. Ingraffea). 1 Tel.: +1 607 255 5530; fax: +1 607 255 5196. 2 Tel.: +1 315 443 4201. 3 Tel.: +1 607 255 3336; fax: +1 607 254 8815. 2 H. Cho et al. / Computers & Education xxx (2005) xxx–xxx ARTICLE IN PRESS higher final grades. The study suggests that communication and social networks should be central elements in a distributed learning environment. We also propose that the addition of personality theory (operationalized here as communication styles) to structural analysis (SNA) contributes to an enhanced picture of how distributed learners build their social and intellectual capital in the context of CSCL. 2005 Elsevier Ltd. All rights reserved.