Analyzing Link Dynamics in Student Collaboration Networks using Canvas-A Student-Centered Learning Perspective

A variety of cyberlearning environments and online student collaboration techniques are used in Science, Technology, Engineering and Math (STEM) courses to analyze and enhance academic performance. However, only a few research studies in the past have investigated the need for better modeling techniques of the unstructured discussion forums to enable measuring the influence of interactions in 'dynamically evolving' student collaboration networks as the course progresses. This paper focuses on discussing both current collaborative learning techniques and analyzing the need for developing an innovative network model involving more structured/goal-oriented discussion forums that portray active collaborative learning techniques. Such a structured collaborative network model can be used to investigate the impact that student collaborations have on knowledge acquisition, persistence and course outcomes. The research objective leads to the research question this study addresses on the potential of the unstructured and dynamically evolving discussion boards to measure the ability of the learners to communicate technical information effectively as the course progresses. The experimental analysis of the weighted and undirected temporal (time-varying or dynamic) student discussion network data and the inferences drawn from such an exploratory analysis have revealed the pedagogical need for and the utility of schema-based structured discussion boards. These structured discussions would enable a pragmatic study to analyze the changes in student collaboration patterns and belongingness.