教育技术微博社群研究
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摘要
网络虚拟社群已经成为一种重要的知识共享的平台。通过网络,人们能建构个人的社会关系连接,由此形成的社会关系网络是虚拟学习社群的重要基础。尤其在Web2.0时代,网络虚拟社群中人际互联的社会性和知识共享体现的更为明显。而微博以其内容短小、易于分享、传播速度快、影响范围广等优势成为近年来非常热门的Web2.0网络应用,并被越来越多的人作为群体交流和知识共享的平台。
教育技术专业人群在新浪微博上聚集了相当数量的人群,形成了一个学术交流的社群。为了研究该社群的关系特征和交互情况,从而提升社群成员利用微博进行网络互联学习的效能,本研究运用社会网络分析法,借助社群图和社群关系矩阵,从网络密度、距离、中心性、凝聚子群等角度研究该社群的结构特征、关系和知识共享交流情况,并辅助运用内容分析法研究他们的交流互动深度。
通过研究发现,该社群密度的密度较小,存在显著的小世界效应,有多个核心节点,并且社群中派系较多,社群中子群内部交流紧密,而子群之间交流较少；社群成员之间缺乏深度交互。对此,本文提出了一些改进建议,如加强子群之间交流、围绕话题进行讨论、运用转发评论、构建社群文化氛围,从而提升社群成员利用微博进行网络互联学习的效能。
Virtual learning community has become an important knowledge sharing platform. Through the Internet, people can construct personal social relations, and form the social networks which is an important basis of virtual community. Especially in the Web2.0 era, social interconnection and knowledge sharing are more significant in online virtual community. Due to its features of short content, easy to share, fast dissemination and wide influence range, Micro-blog has become a popular Web2.0 network application in recent years, and has been used for knowledge sharing and group communication by more and more people.
There has been a significant number of people majored in Education Technology using Sina Microblog, which formed an online academic group. Aiming to research the community relationship structure and interactive situation, and thus enhance the effectiveness of community members using microblog for online learning and academic communication, this research using social network analysis to study community structure characteristics and member relations by sociogram, socio-matrix, density, distance, centrality and cohesive subgroups. Also, content analysis method has been used to study the interaction quality of community members.
The research found that the network density of the community is relatively small and there is significant small world effect in the community. Besides, there are multiple key nodes and cliques. And the internal communication in cliques is more closely than the external communication between cliques. Thus, this paper also puts forward some improvement suggestions, such as strengthening communication between cliques, and discussion on specific topics, comments using forward, community cultural construction, in order to enhance the learning efficiency of community members using micro-blog.
教育技术专业人群在新浪微博上聚集了相当数量的人群,形成了一个学术交流的社群。为了研究该社群的关系特征和交互情况,从而提升社群成员利用微博进行网络互联学习的效能,本研究运用社会网络分析法,借助社群图和社群关系矩阵,从网络密度、距离、中心性、凝聚子群等角度研究该社群的结构特征、关系和知识共享交流情况,并辅助运用内容分析法研究他们的交流互动深度。
通过研究发现,该社群密度的密度较小,存在显著的小世界效应,有多个核心节点,并且社群中派系较多,社群中子群内部交流紧密,而子群之间交流较少；社群成员之间缺乏深度交互。对此,本文提出了一些改进建议,如加强子群之间交流、围绕话题进行讨论、运用转发评论、构建社群文化氛围,从而提升社群成员利用微博进行网络互联学习的效能。
Virtual learning community has become an important knowledge sharing platform. Through the Internet, people can construct personal social relations, and form the social networks which is an important basis of virtual community. Especially in the Web2.0 era, social interconnection and knowledge sharing are more significant in online virtual community. Due to its features of short content, easy to share, fast dissemination and wide influence range, Micro-blog has become a popular Web2.0 network application in recent years, and has been used for knowledge sharing and group communication by more and more people.
There has been a significant number of people majored in Education Technology using Sina Microblog, which formed an online academic group. Aiming to research the community relationship structure and interactive situation, and thus enhance the effectiveness of community members using microblog for online learning and academic communication, this research using social network analysis to study community structure characteristics and member relations by sociogram, socio-matrix, density, distance, centrality and cohesive subgroups. Also, content analysis method has been used to study the interaction quality of community members.
The research found that the network density of the community is relatively small and there is significant small world effect in the community. Besides, there are multiple key nodes and cliques. And the internal communication in cliques is more closely than the external communication between cliques. Thus, this paper also puts forward some improvement suggestions, such as strengthening communication between cliques, and discussion on specific topics, comments using forward, community cultural construction, in order to enhance the learning efficiency of community members using micro-blog.
引文
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[38]何玲,黎加厚.促进学生深度学习,计算机教与学.2005.(5).29.
[39]严亚利,黎加厚.教师在线交流与深度互动的能力评估研究——以海盐教师博客群体的互动深度分析为例.远程教育杂志.2010.28(2)
[40]刘军.社会网络分析导论.北京.社会科学文献出版社.2004.
[41]甘丹.博客世界交流模式的社会网络分析[学位论文].济南.山东大学.2007.
[42]黎加厚,赵怡,王珏.网络时代教育传播学研究的新方法：社会网络分析.电化教育研究.2007.(8).
[2]李克东.网络教研社群的活动与绩效——“李克东难题”诠释.中国教育技术协会2009年会(福州)会议上的报告(光盘). [2011-03-15].http://v.youku.com/v_show/id_XMTM 5MDg0ODIw.html.
[3]C. Haythornthwaite. Social Network Methods and Measures for Examining E-learning. Social Networks,2005.
[4]Akshay Java, Xiaodan Song, Tim Finin, Belle Tseng. Why We Twitter: Understanding Microblogging Usage and Communities. Proceedings of the 9th WebKDD and 1st SNA-KDD 2007 workshop on Web mining and social network analysis. New York, NY, USA:ACM Press, 2007.56-65.
[5]郁晓华,祝智庭.微博的社会网络及其教育应用研究.现代教育技术.2010.20(12).
[6]Zuoliang Chen, Shigeyoshi Watanabe. A Case Study of Applying SNA to Analyze CSCL Social Network. Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007).
[7]Karen Stepanyan, Kerstin Borau, Carsten Ullrich. A Social Network Analysis Perspective on Student Interaction within the Twitter Microblogging Environment.10th IEEE International Conference on Advanced Learning Technologies.2010.
[8]周涛Wiki社群的社会网络分析[学位论文].上海.华东师范大学.2005.
[9]胡勇,王陆.异步网络协作学习中知识建构的内容分析和社会网络分析.电化教育研究.2006(11).
[10]王陆.虚拟学习社区社会网络中的凝聚子群.中国电化教育,2009.(8).22-28.
[11]王陆,马如霞.意见领袖在虚拟学习社区社会网络中的作用.电化教育研究.2009.(1).54-58.
[12]周剑云.网络教研讨论区的社会网络分析.中国远程教育.2010.(10).
[13]陈向东.基于社会网络分析的在线协作学习研究.中国电化教育.2006.(10).
[14]叶新东,邱峰,沈敏勇.教育技术博客的社会网络分析.现代教育技术.2008.18(5).
[15]李文吴,王继新,白文倩.从社会网络分析看海盐教师博客.中国电化教育.2010(7).
[16]张玥,朱庆华.Web 2.0环境下学术交流的社会网络分析——以博客为例.情报理论与实践.2009(8).
[17]沈阳,田晨耕,李舒晨,刘世超.闲言碎语中的宏大信息流——微博客研究.第七届全国搜索引擎与网络信息挖掘会议(SEWM2010)会议论文.大连.2010.中国计算机学会.
[18]平亮,宗利永.基于社会网络中心性分析的微博信息传播研究——以Sina微博为例.图书情报知识.2010(6).
[19]王晓光,袁毅,滕思琦.微博社区交流网络结构的实证分析.情报杂志.2011.(2).
[20]《2010中国微博年度报告》发布,全国微博用户超1.2亿.广州日报.2010年12月29日A2：评论·要闻版. [2011-03-15]. http://gzdaily.dayoo.com/html/2010-12/29/content_1228 128.htm.
[21]K. Walsh.100 Ways to Teach with Twitter. [2011-03-15].http://www.emergingedtech.com/2010 /02/100-ways-to-teachwith-twitter.
[22]冀鹏飞,江玲.基于Twitter的移动学习策略研究.现代教育技术.2008.18(9).
[23]卢和琰.微博客在远程教育中的应用探讨.电化教育研究.2010.(10).
[24]郝兆杰,孙伸娜.给大学英语教学围上“围脖”.现代教育技术.2010.20(6).
[25]郝兆杰.微博在“C程序设计”教学中的应用研究.中国电化教育.2011(1).
[26]Jay Cross. Informal Learning-the other 80%. [2011-03-15].http://internettime.com/Learning/ The%20Other%2080%25.htm.
[27]Rheingold, H.. The Virtual Community:Homesteading on the Electronic Frontier. London: MIT Press.2000.
[28]甘永成.虚拟学习社区中的知识建构和集体智慧研究[学位论文].上海.华东师范大学.2004.
[29]Edith Cohen, Balachander Krishnamurthy. A short walk in the Blogistan. Computer Networks. 2006.50(4).615-630.
[30]陈丽.术语“教学交互”的本质及其相关概念的辨析.中国远程教育.2004(2).
[31]Vrasideas, C., & Mclsaac, M.S..Factors Influencing Interaction in an Online Course.The American Journal of Distance Education.1999.13(3).22-36.
[32]Rogoff, B.Social Interaction as Apprenticeship in Thinking:Guided Participation in Spatial Planning. Resnick,L.et al..Perspectives on Socially Shared Cognition. Washington, D.C. American Psychology Association,1990.349-365.
[33]Leavitt, H.J.Some Effects of Certain Communication Patterns on Group Performance.Journal of Abnormal Psycho.1951.46(1)38-50.
[34]王陆.虚拟学习杜区的社会网络结构研究[学位论文].兰州.西北师范大学.2009.
[35]Henri F. Computer conferencing and content analysis. In A.R. Kaye (Ed). Collaborative learning Through Computer Conferencing. Bedim Springer-Verlag.1992.115-136.
[36]Gunawardena,C.,Lowe, C.,&Anderson,T. Analysis of a global online debate and the development of all interaction analysis model for examining the social construction of knowledge in computer conferencing. Joumal of Educational Computing Research.1997.17(4). 397-431.
[37]黎加厚.“李克东难题”与网络环境下教研团队的成长.中国信息技术教育.2009.(7).6.
[38]何玲,黎加厚.促进学生深度学习,计算机教与学.2005.(5).29.
[39]严亚利,黎加厚.教师在线交流与深度互动的能力评估研究——以海盐教师博客群体的互动深度分析为例.远程教育杂志.2010.28(2)
[40]刘军.社会网络分析导论.北京.社会科学文献出版社.2004.
[41]甘丹.博客世界交流模式的社会网络分析[学位论文].济南.山东大学.2007.
[42]黎加厚,赵怡,王珏.网络时代教育传播学研究的新方法：社会网络分析.电化教育研究.2007.(8).