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Social Capital in Twitter
Conversations among Teachers
A Longitudinal Ego-Network Approach
Martin Rehm, Michael Kerres (University Duisburg-Essen)
Ad Notten (United Nations University – UNU-MERIT)
Sunbelt 2015, Brighton, UK
teachers need to develop and implement new & innovative
approaches to learning (e.g. Finsterwald, 2013)
professional development extends beyond traditional teacher
education (Richter, 2011)
failure of most professional development efforts
→ importance of (informal) teacher networks (e.g. Hofman, 2012)
social capital is a useful notion to explain the benefits
teachers can accrue from networking (e.g. Fox, 2015)
“relational resources embedded in the cross-cutting personal
ties that are useful for the personal development of
individuals” (Tsai & Ghoshal, 1998, p. 464)
Social Capital
BUT
● Role of social capital in the context of (informal) learning?
● Previous studies have been conducted among students
● Teachers have largely been neglected from the analysis of
(informal) learning and social capital within SNS
Research Question
Does Informal Learning among
Teachers on Twitter contribute to
their Social Capital?
weekly live-chats
the latest trends and developments in
education, as well as the integration of
(new) media into the lesson plans and
broader curricula
Data collected: 22.05. – 06.11.2014
• #edchat
– Users: 102.640
– Tweets: 262.461
• #edchatDE
– Users: 3.847
– Tweets: 23.222
Method
Users metrics
– multi-relational network (Tweets, Mentions, Replies to)
Social Network Analysis
– degree, betweenness, closeness
– hub & authority scores (Kleinberg,et al., 1999)
– brokerage roles (De Nooy, Mrvar, & Batagelj, 2011)
– structural holes (e.g. Burt, 2009)
#edchatDE
whole network
“Mentions” network “Replies to” network
#edchat
“whole” network
“Replies to” network“Mentions” network
„Whole Network“
#edchat#edchatDE
„Top 50“ network (based on overall degree)
#edchatDE #edchat
Longitudinal (exemplary)
#edchatDE #edchat
Brokerage Roles – Top 50 (De Nooy, Mrvar, & Batagelj, 2011)
Hubs & Authorities (Kleinberg, Kumar, Raghavan, Rajagopalan, &
Tomkins, 1999)
#edchatDE #edchat
Outlook & Future Steps
Other dimensions of social capital
– Cognitive dimension
●
Semantic network – 2-Mode network
●
Questionnaire
– Relational dimensions
●
Questionnaire
Interplay of the three dimensions
Social Capital in Twitter
Conversations among Teachers
A Longitudinal Ego-Network Approach
Martin Rehm, Michael Kerres (University Duisburg-Essen)
Ad Notten (United Nations University – UNU-MERIT)
Sunbelt 2015, Brighton, UK

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Social Capital in Twitter Conversations among Teachers

  • 1. Social Capital in Twitter Conversations among Teachers A Longitudinal Ego-Network Approach Martin Rehm, Michael Kerres (University Duisburg-Essen) Ad Notten (United Nations University – UNU-MERIT) Sunbelt 2015, Brighton, UK
  • 2. teachers need to develop and implement new & innovative approaches to learning (e.g. Finsterwald, 2013) professional development extends beyond traditional teacher education (Richter, 2011) failure of most professional development efforts → importance of (informal) teacher networks (e.g. Hofman, 2012)
  • 3. social capital is a useful notion to explain the benefits teachers can accrue from networking (e.g. Fox, 2015) “relational resources embedded in the cross-cutting personal ties that are useful for the personal development of individuals” (Tsai & Ghoshal, 1998, p. 464) Social Capital
  • 4. BUT ● Role of social capital in the context of (informal) learning? ● Previous studies have been conducted among students ● Teachers have largely been neglected from the analysis of (informal) learning and social capital within SNS
  • 5. Research Question Does Informal Learning among Teachers on Twitter contribute to their Social Capital?
  • 6. weekly live-chats the latest trends and developments in education, as well as the integration of (new) media into the lesson plans and broader curricula Data collected: 22.05. – 06.11.2014 • #edchat – Users: 102.640 – Tweets: 262.461 • #edchatDE – Users: 3.847 – Tweets: 23.222
  • 7. Method Users metrics – multi-relational network (Tweets, Mentions, Replies to) Social Network Analysis – degree, betweenness, closeness – hub & authority scores (Kleinberg,et al., 1999) – brokerage roles (De Nooy, Mrvar, & Batagelj, 2011) – structural holes (e.g. Burt, 2009)
  • 9. #edchat “whole” network “Replies to” network“Mentions” network
  • 11. „Top 50“ network (based on overall degree) #edchatDE #edchat
  • 13. Brokerage Roles – Top 50 (De Nooy, Mrvar, & Batagelj, 2011)
  • 14. Hubs & Authorities (Kleinberg, Kumar, Raghavan, Rajagopalan, & Tomkins, 1999) #edchatDE #edchat
  • 15. Outlook & Future Steps Other dimensions of social capital – Cognitive dimension ● Semantic network – 2-Mode network ● Questionnaire – Relational dimensions ● Questionnaire Interplay of the three dimensions
  • 16. Social Capital in Twitter Conversations among Teachers A Longitudinal Ego-Network Approach Martin Rehm, Michael Kerres (University Duisburg-Essen) Ad Notten (United Nations University – UNU-MERIT) Sunbelt 2015, Brighton, UK