Abstract
Social interaction is key for learning. In this study on student interaction in a social learning environment, we identified two student groups with contrasting levels of social prestige—defined as the level of discursive attention one receives in relation to one’s discursive activities. The higher-prestige group was found to form a densely connected “rich club” less likely to interact with the lower-prestige group. Further network analysis linked this phenomenon with the timing of students’ relationship formation and weekly participation.
| Original language | English (US) |
|---|---|
| Title of host publication | 13th International Conference of the Learning Sciences, ICLS 2018 |
| Subtitle of host publication | Rethinking Learning in the Digital Age: Making the Learning Sciences Count |
| Editors | Rosemary Luckin, Judy Kay |
| Publisher | International Society of the Learning Sciences (ISLS) |
| Pages | 1375-1376 |
| Number of pages | 2 |
| Volume | 3 |
| Edition | 2018-June |
| ISBN (Electronic) | 9780990355052 |
| ISBN (Print) | 9781732467224 |
| State | Published - Jan 1 2018 |
| Event | 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count - London, United Kingdom Duration: Jun 23 2018 → Jun 27 2018 |
Other
| Other | 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count |
|---|---|
| Country/Territory | United Kingdom |
| City | London |
| Period | 6/23/18 → 6/27/18 |