Social translucence: an approach to designing systems that support social processes
ACM Transactions on Computer-Human Interaction (TOCHI) - Special issue on human-computer interaction in the new millennium, Part 1
A social constructivist approach to computer-mediated instruction
Computers & Education
Supporting Group Awareness in Web Based Learning Environments
EDCIS '02 Proceedings of the First International Conference on Engineering and Deployment of Cooperative Information Systems
Evaluating CSCL log files by social network analysis
CSCL '99 Proceedings of the 1999 conference on Computer support for collaborative learning
Social networks, communication styles, and learning performance in a CSCL community
Computers & Education
Recommending trusted online auction sellers using social network analysis
Expert Systems with Applications: An International Journal
Web-based quiz-game-like formative assessment: Development and evaluation
Computers & Education
International Journal of Artificial Intelligence in Education
The impact of increased awareness while face-to-face
Human-Computer Interaction
Promoting social network awareness: A social network monitoring system
Computers & Education
A web-based formative assessment tool for Masters students: A pilot study
Computers & Education
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Social network awareness (SNA) has been used extensively as one of the strategies to increase knowledge sharing and collaboration opportunities. However, most SNA studies either focus on being aware of peer's knowledge context or on social context. This work proposes online formative assessments with SNA, trying to address the problems of online formative assessment (i.e. lack of individual assistances and low participant rate) and enhance learning effectiveness. This study focuses on being aware both peer's social context and knowledge context for student to promote the opportunity of peer interaction and to select the appropriate helpers to ask for help when facing problems in online assessments. Social-context information particularly includes centrality (i.e. social network position) of a candidate, and social distance (i.e. the shortest distance between the candidate and a seeker) in a sociogram, and nimbus (i.e. willingness to help others) of a candidate. A corresponding system, called Social Network Awareness for Formative Assessments (SNAFA), is further developed. The education experiments particularly focused on the effects of social-context awareness on learning activity and social activity. The results showed that the SNAFA not only increase the participant rate of students on formative assessment and opportunities of knowledge sharing, but also promote learning achievement, compared to the Traditional Formative Assessment (TFA). Meanwhile, centrality, which is represented by two indices: degree and closeness, also plays an important role in the SNAFA environment. More specifically, students with higher centrality (regardless of degree and closeness) 1) are more likely to take advantage of the social network position to ask for help, 2) easily become target helpers that peers seek to, 3) utilize the SNAFA more frequently, and 4) have better learning achievement, compared with those with lower centrality.