Abstract
This paper presents empirical results that show how an instructional and learning model might influence the underlying social network of discussion and generation of new ideas and, therefore, knowledge building. This study has been conducted on higher education students taking the third-year program development models course unit, as part of an accredited degree in informatics engineering. A moderately constructivist model with a blended learning approach was implemented in this course unit over the last few years. This combination has improved the academic outcomes achieved by students. In order to analyse what caused this favourable effect, we have analysed the evolution of the underlying social network of generation and discussion of new ideas among students throughout the course unit. We found that some key relationships in this underlying social network change, which suggests that there is a positive impact on knowledge building, learning and, ultimately, student educational achievement.
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Alonso, F., Font, J., López, G., Manrique, D. (2014). Study of the Evolution of the Underlying Social Network of Discussion and Generation of New Ideas Applying an Instructional and Learning Model. In: Mascio, T., Gennari, R., Vitorini, P., Vicari, R., de la Prieta, F. (eds) Methodologies and Intelligent Systems for Technology Enhanced Learning. Advances in Intelligent Systems and Computing, vol 292. Springer, Cham. https://doi.org/10.1007/978-3-319-07698-0_1
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DOI: https://doi.org/10.1007/978-3-319-07698-0_1
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-07697-3
Online ISBN: 978-3-319-07698-0
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