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Effects of Communication Competence and Social Network Centralities on Learner Performance

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Title: Effects of Communication Competence and Social Network Centralities on Learner Performance
Language: English
Authors: Jo, Il-Hyun, Kang, Stephanie, Yoon, Meehyun
Source: Educational Technology & Society. 2014 17(3):108-120.
Availability: International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Peer Reviewed: Y
Page Count: 13
Publication Date: 2014
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Social Networks, Interpersonal Competence, College Students, Cooperative Learning, Educational Technology, Females, Single Sex Colleges, Path Analysis, Communities of Practice, Trust (Psychology), Performance Based Assessment, Network Analysis, Predictor Variables, Hypothesis Testing, Communication Skills, Foreign Countries
Geographic Terms: South Korea
ISSN: 1436-4522
Abstract: Collaborative learning has become a dominant learning apparatus for higher level learning objectives. Much of the psychological and social mechanisms operating under this complex group activity, however, is not yet well understood. The purpose of this study was to investigate the effects of college students' communication competence and degree centralities of their social networks on learning outcomes in a collaborative learning situation. The study participants were 63 students of educational technology at a women's university in Korea. Path analyses of the data using NetMiner 3.4 and AMOS 7.0 indicated that: 1) communication competence caused trust network degree centrality (â = 0.24, p = 0.13), 2) communication competence caused knowledge sharing network degree centrality (â = 0.46, p = 0.00), 3) trust network degree centrality enhanced knowledge sharing network degree centrality (â = 0.41, p = 0.00), and 4) knowledge sharing network degree centrality affected individual students' learning outcomes (â = 0.55, p = 0.00). The study results revealed the significant collective effects of network degree centrality measures and individual communication competence on learners' performance. Based on these results, implications for team organization strategy and future research directions are discussed.
Abstractor: As Provided
Number of References: 41
Entry Date: 2014
Access URL: https://www.ifets.info/
Accession Number: EJ1039021
Database: ERIC
FullText Links:
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  Data: Effects of Communication Competence and Social Network Centralities on Learner Performance
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  Data: <searchLink fieldCode="AR" term="%22Jo%2C+Il-Hyun%22">Jo, Il-Hyun</searchLink><br /><searchLink fieldCode="AR" term="%22Kang%2C+Stephanie%22">Kang, Stephanie</searchLink><br /><searchLink fieldCode="AR" term="%22Yoon%2C+Meehyun%22">Yoon, Meehyun</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Technology+%26+Society%22"><i>Educational Technology & Society</i></searchLink>. 2014 17(3):108-120.
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  Data: International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
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  Data: <searchLink fieldCode="DE" term="%22South+Korea%22">South Korea</searchLink>
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  Data: 1436-4522
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Collaborative learning has become a dominant learning apparatus for higher level learning objectives. Much of the psychological and social mechanisms operating under this complex group activity, however, is not yet well understood. The purpose of this study was to investigate the effects of college students' communication competence and degree centralities of their social networks on learning outcomes in a collaborative learning situation. The study participants were 63 students of educational technology at a women's university in Korea. Path analyses of the data using NetMiner 3.4 and AMOS 7.0 indicated that: 1) communication competence caused trust network degree centrality (â = 0.24, p = 0.13), 2) communication competence caused knowledge sharing network degree centrality (â = 0.46, p = 0.00), 3) trust network degree centrality enhanced knowledge sharing network degree centrality (â = 0.41, p = 0.00), and 4) knowledge sharing network degree centrality affected individual students' learning outcomes (â = 0.55, p = 0.00). The study results revealed the significant collective effects of network degree centrality measures and individual communication competence on learners' performance. Based on these results, implications for team organization strategy and future research directions are discussed.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 108
    Subjects:
      – SubjectFull: Social Networks
        Type: general
      – SubjectFull: Interpersonal Competence
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Cooperative Learning
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      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Females
        Type: general
      – SubjectFull: Single Sex Colleges
        Type: general
      – SubjectFull: Path Analysis
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      – SubjectFull: Communities of Practice
        Type: general
      – SubjectFull: Trust (Psychology)
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      – SubjectFull: Performance Based Assessment
        Type: general
      – SubjectFull: Network Analysis
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      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Hypothesis Testing
        Type: general
      – SubjectFull: Communication Skills
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: South Korea
        Type: general
    Titles:
      – TitleFull: Effects of Communication Competence and Social Network Centralities on Learner Performance
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            NameFull: Kang, Stephanie
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