Details

Autor(en) / Beteiligte

• Duan, Jinju
• Xie, Kui
• Zhao, Qiuhua

Titel

A personal social knowledge network (PSKN) facilitates learners’ wayfinding and its differences in behavior patterns between high and low performers in connectivist learning

Ist Teil von

• International Journal of Educational Technology in Higher Education, 2024-12, Vol.21 (1), p.22-30

Ort / Verlag

Cham: Springer International Publishing

Erscheinungsjahr

2024

Link zum Volltext

Quelle

EZB Electronic Journals Library

Beschreibungen/Notizen

• Wayfinding, which is a part of learning in connectivist learning, involves consolidating a wide variety of resources and information and building connections among them. However, learners often encounter difficulties in wayfinding, and are lost without technological support in connectivist learning. This study examined the wayfinding processes occurring within a network of learners in a personal social knowledge network (PSKN), explored differences in behavior patterns between high and low performers in PSKN. The results reveal the diversity and complexity of wayfinding in a PSKN, including finding and connecting nodes, forming cognitive maps, finding and filtering information, and creating new nodes. Moreover, the characteristics of wayfinding in the PSKN differed across participants, and high- and low-performing participants demonstrated different and unique wayfinding behavioral patterns, which provided a basis for comprehensive analyses of wayfinding. These findings can be used to provide instructional support and network navigation in connectivist learning for learners at various performance levels. The proposed PSKN shows promise in facilitate wayfinding including finding nodes and connecting nodes, as well as relations between knowledge nodes and the course base demonstrated by PSKN, providing great convenience for learners to form cognitive maps based on the node sequence. Compared with current studies, this research focuses on diversified interaction data and resource behavior rather than teaching videos and quizzes or exercises as the main resources and considering that course and technological factors influence the ways in which learners access resources in connectivist learning.