Conference proceeding
Social network analysis of a physics faculty online learning community
2022 PHYSICS EDUCATION RESEARCH CONFERENCE (PERC), pp 218-223
01 Jan 2022
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
We analyze the results of two surveys administered to a Faculty Online Learning Community teaching a common physics curriculum designed primarily for pre-service elementary teachers. We use Social Network Analysis to represent the faculty network and compare members' closeness, a measure of how closely connected a person is with every other person in their network, to their reported experience in the community. We find that participants' self-efficacy, as well as their teaching and sense of benefitting from the community, are predictors of their centrality in the network as measured by closeness with other participants.
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Details
- Title
- Social network analysis of a physics faculty online learning community
- Creators
- Chase Hatcher - Drexel UniversityEdward Price - California State University, San MarcosP. Sean Smith - Horizon Research (United States)Chandra Turpen - University of Maryland, College ParkEric Brewe - Drexel University
- Contributors
- B W Frank (Editor)D Jones (Editor)Q Ryan (Editor)
- Publication Details
- 2022 PHYSICS EDUCATION RESEARCH CONFERENCE (PERC), pp 218-223
- Series
- Physics Education Research Conference
- Publisher
- Amer Assoc Physics Teachers
- Number of pages
- 6
- Grant note
- NSF DUE-1626496 / National Science Foundation; National Science Foundation (NSF)
- Resource Type
- Conference proceeding
- Language
- English
- Academic Unit
- Physics
- Web of Science ID
- WOS:000894574300034
- Scopus ID
- 2-s2.0-85140442679
- Other Identifier
- 991021877486104721
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InCites Highlights
Data related to this publication, from InCites Benchmarking & Analytics tool:
- Collaboration types
- Domestic collaboration
- Web of Science research areas
- Education & Educational Research
- Education, Scientific Disciplines
- Physics, Multidisciplinary