Research On Collaborative Grouping Method Based On Social Network Analysis And Cognitive Network Analysi

Collaborative learning is more valued as an important way to cultivate innovative talents in the 21 st century.In the process of collaborative learning,the interaction between learners and the collaborative construction of knowledge occur simultaneously and are dynamically correlated.However,current collaborative learning exists "inactive collaborative interactions and low or no cognitive constructs",which limit the value of collaborative learning and reduce the quality of collaborative learning.Therefore,it is of great significance and practical value to promote the effective interaction in the process of collaborative learning and improve the knowledge construction level of learners.Guided by constructivism,learning community and group dynamics theories,this study proceeds along the lines of research preparation,theoretical research,research design and experimentation,and analysis of effects.In the stage of research preparation,the background of current collaborative learning is described and the research questions of this study are raised.In the theoretical research stage,the relevant literature of social network analysis and epistemic network analysis in collaborative learning summarizes the specific ideas of this study.In order to understand the actual situation of the application of collaborative grouping teaching,the current situation and problems are analyzed through questionnaire survey and interview,and the survey found that the grouping of current collaborative learning is not scientific,group collaboration is a formality,and the purpose of grouping is not well realized.Based on the problems found in the literature review and field research,the study design stage designed a collaborative grouping method based on social network analysis and epistemic network analysis,guided by the theoretical basis.This method is an improvement of the traditional heterogeneous grouping method.Heterogeneous grouping is conducted according to the characteristics of learners’ social interaction and cognitive construction,so as to drive learners’ interaction through group dynamics.Social network analysis is used to analyze the data representing social interaction characteristics of learners,including degree centrality,betweenness centrality and eigenvector centrality,epistemic network analysis is used to analyze the data representing cognitive construction characteristics(centroid of epistemic network),and clustering algorithm to identify heterogeneous social and cognitive characteristics.To verify the effectiveness of the use of collaborative grouping method,this study designed collaborative inquiry grouping instruction for teaching practice.In the experimental phase,the study was validated over an eight-week period in a second-year information classroom.The experimental group of 20 students used the collaborative grouping method based on social network analysis and epistemic network analysis designed in this study,while the control group of 19 students used random grouping for collaborative learning.During the collaborative process,the learning groups communicated collaboratively through UMU.After the end of the teaching,collect the experimental group and control group in UMU platform interaction data and communication content,group works and unit test scores,group learning questionnaire and teacher interview data,validation based on social network analysis and epistemic network analysis of scientific and effective,and draw the following conclusions:(1)The current collaborative learning group application is not effective.(2)The collaborative grouping method based on social network analysis and epistemic network analysis is effective and feasible.(3)The collaborative grouping method based on social network analysis and epistemic network analysis promotes the collaborative interaction of learners and enhances the learning experience.(4)The collaborative grouping method based on social network analysis and epistemic network analysis improves academic performance and enhances learning understanding and learning experience.(5)Collaborative grouping method based on social network analysis and epistemic network analysis promote teacher development.The main value of the study is that it provides a grouping method for collaborative activities,which is an important guide for enhancing learners’ "social interaction" and "cognitive construction" in the collaborative process and promoting effective interaction in collaborative learning.