Introduction
According to Vera and Schupp (2006), network thinking offers a powerful means of understanding complex systems within educational environments. This concept assumes that all the aspects of educational systems are interconnected, mutual, and of significant importance, as well as that relations and interactions among them are essential. Social network analysis offers an approach to tracking these relationships. Social network analysis reveals these patterns through nodes and edges, networks of individuals or entities, and relationships or interactions, thereby bringing influencers, lines of influence, and information flow within the educational context. This study uses social network analysis in two essential education contexts to learn how they grow, continue to exist, and expand. In this study, I will analyze and reflect on the interconnectedness of these contexts while considering the implications for educational practice and professional networks.
Discussion and Application of Social Network Theory
Social network theory and its related concepts
Social network theory conceptualizes social structure as networks comprising nodes (representing individuals or entities) and edges (representing their relationships). Social networks are social structures. Centrality and grouping are two main concepts that explain the complexity and hierarchies of social networks. Centrality is a measure of the importance of a node on its connectivity to other nodes in a network, and clustering refers to the tendency for nodes to form tightly knit groups or communities. This theoretical framework presents a viewpoint that limits studying the connections and interrelations between the various components that flash in the social realm. The theory of social networks offers much knowledge in educational contexts about the trends of relationships among teachers, students, and other people related to education. Smith, Trygstad, and Hayes (2016) show the generalization of social network analysis in place of those teachers who succeed in their leadership roles at the school level. By recording connections between educators and finding collaboration patterns, this study recognizes the informal networks that are the primary reason for decision-making and innovation in educational institutions.
Nespor (2011) asserts that a social network theory explaining how this innovation occurs in education networks is another important topic. Since the network structure shows the details of the information passage, educators, after such knowledge application, will understand the propagation mechanisms of new practices and technologies and the barriers that prevent such promotion. In addition, Lam (2009) exemplifies the everyday function of social networks in empowering collective learning across online platforms. These communities construct teachers, students, and experts from different backgrounds as partners. As a result, these relationships enable the exchange of other knowledge and resources, making the learning experiences more inter-culturally rich.
Application of Social Network Theory
Social network theory allows us to see how educational networks are created and to identify teacher experts within these networks. Educational networks, with their complex architecture from educators, students, administrators, and other stakeholders, as social network theory does, are great tools for determining the structure and dynamics of these relationships. The social network theory is an educational framework that helps us observe the nature of relationships and interactions between people in academic networks (Camacho et al., 2020). Thus, the supply chain phenomenon establishes the links as educators can gain a deeper insight into how information, resources, and influence are passed through the network. This knowledge is essential to detect leading players acting as connections between different subsystems and who may be critical in facilitating collaboration, diffusion of knowledge, and the movement toward change. These influential people are usually well-known among school officials and play the role of educational reformers in the community.
Social network theory driver’s recognition of phenomena of sustainable and effective collaboration among social communities. With the help of social network analysis, teachers can see different gatherings among those who often come together and work with each other. These community groups may consist of formal or informal networks of those who share similar views, for example, whole school departments or professional learning communities focusing specifically on specific areas (Camacho et al., 2020). By realizing the structure of these communities, instructors can pinpoint the teacher leaders who show a great deal of activity, initiate collaboration, share their best practices, and stimulate innovation. Besides, social network theory approaches to recognize the one and form in educational networks. Although formal leadership roles like principals or heads of departments will always play crucial roles, social network analysis can discover the hidden influencers who serve the network informally. Informal leaders could be anyone without any official titles, but their company allowed them to be trusted and respected; that is why they may act very effectively in introducing changes and innovations.
Networked Contexts
As an educator, I am deeply engaged in two networked contexts that significantly impact my professional practice. These networks are digital/ internet learning rooms and academic collaboration software. These social settings act as collective corners where active collaboration and engagement occur among colleagues, students, and resource persons. Using social network theory, I navigate and enrich my academic path. Within the learning community on multiple canvasses and web places, I represent a dynamic network comprising teachers and learners from different locations and specialties worldwide. This community, while including transnational affiliations, connects people of diverse cultures and languages to achieve co-working and sharing of knowledge. Online forums, discussion boards, and virtual classrooms allow me to efficiently communicate with fellow educators and my students, sharing my ideas, resources, and experience. I also benefit from them.
Social network theory reveals the complexities of relations intertwined in a virtual learning community. By diagramming how the nodes interact with each other and as groups, I can identify the most important role players and the groups to which these players belong in the network. For instance, it becomes apparent that instead of a single educator, a collection of people emerge as central figures in a particular community. They play the role of networkers who build bridges, bind together diverse subgroups, and facilitate the dissemination of knowledge (Neill, 2023). Using these insights, I purposefully seek chances to personalize these vital influential people by engaging in mutual projects and developing practicals or participating in professional development initiatives that enhance my practice.
Apart from the social network theory, it is clear that the informational structures of the leadership style also contribute to the shape of a virtual learning community. When the formally appointed leaders lead the community, the influence of the informal leaders may be powerful as well; they have been building their authority on their expertise, reputation, and interpersonal relationships. Applying Smith et al.’s (2016) works as my organizing framework, I refer to these informal leaders and try to take what they learn and adopt their perspectives. Learning from them is a process where I acquire helpful information on successful teaching models, technologies, and pedagogical trends. This experience developed my competencies and allowed me to interact with students and co-workers online with equal or higher quality.
Besides the virtual learning community comprising the group of educators and academics, I am an active member of the faculty collaboration platform oriented to address multiple problems and implement new strategies within my institution. The system will be a central unit where lecturers can interact, exchange, and participate in diverse projects and initiatives. I get involved in teamwork and gain experience from discussion forums and teamwork tools in collaborative work as I explore the weaknesses and strengths of my colleagues from various fields and departments. According to social network theory, faculty collaboration on the platform is complex and differs in structure and dynamics (Nimmon et al., 2019). I achieve the objective of studying the relationships between the faculty and the communities of cooperation within the platform by identifying the interconnectedness of the teachers and the pattern of their interactions. This way, I can get to know the networks created there naturally.
Social network theory helps me determine where the faculty collaboration platform will be to avoid competition with the existing tools. Once it is decided who holds the angle or the connector within the network, I deliberately appeal to my peers who are experts in complementary areas or those with shared interests. I create partnerships and collaborative projects that boost the competence of my professional practice. These cross-unit projects are not only my addition to the collective body of knowledge of the faculty community but also offer a perfect opportunity for acquiring skills and expertise through interdisciplinary collaboration and peer learning.
Discussion and Analysis of Contexts
The analysis of virtual/online learning communities and faculty collaboration platforms through the social network theory focus lens presents compatibility-related strengths and obstacles of the networks within each context and provides simple, optimal ways to improve the value of networks in future work. The first area to regard while evaluating Virtual Learning Communities (VLCs) is its capability to overcome geographical boundaries, combining teachers and learners from different cultural backgrounds, bringing the subject up by Lam (2009). This environment gives rise to the engagement of people sharing similar interests or objectives as they exchange ideas and resources that cut across the boundaries of institutions. Though one of its strengths is the ability to maintain connections, the network may also be associated with the risk of fragmentation or the formation of isolated clusters or echo chambers, as individual members exist in an environment where they are restricted in their viewpoints and ideas (Neill, 2023).
The faculty platform embraces knowledge sharing and collaboration between academics within the same institution or community instead of the one-off sporadic model. This environment is excellent as it allows for synergies, widens knowledge exchange, and involves faculty members from different departments and disciplines (Gunnar Engvik, 2014). Communication and collaboration capabilities improve through a shared platform, and employees feel a sense of belonging (Nimmon et al., 2019). On the other hand, the absence of information overload or inadequate participation is a significant discrepancy between this website and the underutilization or excessive system use if not properly managed. Looking at the strengths and limitations in their network contexts, our analysis shows the possibility of future investment to bring more value to their customers. Virtual/online community learning is complete with upcoming options that may build stronger links among groups of people by applying social network analysis to identify the network’s influential nodes and connection points (Smith et al., 2016).
Similarly, the faculty collaboration platform can enhance its value by optimizing its design and functionality to promote engagement and knowledge sharing among faculty members. Considering the facts of social networks, designers are recommended to formulate setbacks and show the results of their observations (Engvik, 2014). Hence, they can develop ways to strengthen connections in the natural environment, such as discussion forums, teamwork, and virtual events needed to increase faculty members’ participation. Similarly, both environments can be enhanced if such actions promote a culture of collaboration amongst the people who thrive in such a milieu (Eugenia Roldán Vera & Thomas Schupp, 2006). Among the most vital contributions these community networks make is to instill a feeling of belonging and community, which can become a basis for breakthroughs and sharing the most effective educational approaches among the school community members. Furthermore, the development of new technologies and channels of communication may be included by organizers as an adjunct to their online events, as mentioned by Merchant (2011). For instance, some will think of social media platforms and virtual reality to ensure the attending members can access the information.
Conclusion
The analysis of networked contexts reveals the complex dynamics of collaboration and knowledge sharing in educational environments. Social network theory explains diverse network structures and how fast the networks can be formed, sustained, or expanded in virtual/online learning community conditions and the faculty collaboration platform. Using social network analysis information in education can help educators identify the influence between the students, build a platform for collaborative learning, and positively impact the instructing practice to enhance the learning experience. Nevertheless, network problems demand regular activities to facilitate interconnectivity and reduce data overload. As a result, one is confronted with the technology part, the sustainability of network commonality, and the influence of network structures on education results. This study suggests the need for further investigation and analysis to understand better the assemblies for online learning and their implications for education.
References
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