Investigating student communities with network analysis of interactions in a physics learning center
Investigating student communities with network analysis of interactions in a physics learning center
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DOI：
10.1103/physrevstper.8.010101
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发表时间：
2012-01-12
影响因子：
--
通讯作者：
Sawtelle, Vashti
中科院分区：
文献类型：
--
作者：
Brewe, Eric;Kramer, Laird;Sawtelle, Vashti
在学生中培养社区意识是佛罗里达国际大学全面改革努力的三大支柱之一，改革的目的是增加物理学和更广泛的科学的参与。课程改革努力中嵌入的研究和学习社区的出现有助于增加物理专业的招聘和保留。我们利用社会网络分析，以量化的互动在佛罗里达国际大学的物理学习中心（PLC），支持学术和社会融合的发展。社交网络分析工具使我们能够可视化和量化学生互动，并描述学生在社交网络中的角色。在简要介绍了社会网络分析之后，我们使用序贯多元回归模型来评估有助于参与学习社区的因素。序贯多元回归的结果表明，PLC学习社区是一个公平的环境，因为我们发现，性别和种族参与PLC没有显着的预测。我们发现，为学生提供合作的空间提供了一个支持性学习社区的形成至关重要的元素。
Developing a sense of community among students is one of the three pillars of an overall reform effort to increase participation in physics, and the sciences more broadly, at Florida International University. The emergence of a research and learning community, embedded within a course reform effort, has contributed to increased recruitment and retention of physics majors. We utilize social network analysis to quantify interactions in Florida International University's Physics Learning Center (PLC) that support the development of academic and social integration. The tools of social network analysis allow us to visualize and quantify student interactions and characterize the roles of students within a social network. After providing a brief introduction to social network analysis, we use sequential multiple regression modeling to evaluate factors that contribute to participation in the learning community. Results of the sequential multiple regression indicate that the PLC learning community is an equitable environment as we find that gender and ethnicity are not significant predictors of participation in the PLC. We find that providing students space for collaboration provides a vital element in the formation of a supportive learning community.