Evaluating Virtual Collaborative Learning Platforms Using Social Network Analysis

During their collaboration in a virtual learning environment, students leave "digital traces" that record their interaction with other students, instructors, and learning objects. These traces allow instructors to monitor students' work and encourage isolated or passive ones to participate actively. They also help course designers to assess students' behavior and experience in the learning environment. This paper aims to explore the effects of design changes in Virtual Collaborative Learning arrangements on the learning experience using Social Network Analysis. The network structures of two international collaborative courses were analyzed, visualized and compared using the Social Network Analysis tool Gephi based on log files of the Social Network software elgg. The results show changes in groups' interaction after adjusting technical functions of the platform, the case study and the deliverables' method. A high potential of Social Network Analysis to understand group dynamics in the virtual classroom is also demonstrated here.