Social Networks in the Learning Community

Social Networks in the Learning Community

Bo Chang
DOI: 10.4018/IJVPLE.295308
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Abstract

The purpose of this study is to explore how social networks impact learners’ knowledge sharing in the context of a learning community. The findings indicate that the various networks collaboratively support learners’ knowledge sharing in a local community. A better social position gives rise to more networks and correspondingly more knowledge accessible to learners. The between-group ties such as residential committees are crucial for knowledge exchange through connecting various social networks. Social isolation impacts learners’ interactions with others. However, more networks do not necessarily lead to more advanced knowledge acquisition. Accessing social networks cannot guarantee that learners will successfully access substantial knowledge in other fields. Social networks targeting learners’ need influence learners’ interest in social networks.
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Literature Review

Social networks can be indicators that help to determine whether the individuals or organizations within the networks interact well with one another (Cross et al., 2001). Based on the literature on social networks (Balkundi & Harrison, 2006; Cook & Whitmeyer, 1992; Laumann et al., 1978; Long et al., 2019, Tompson et al.; 2019), a social network is defined as a social structure with nodes and ties in this paper.

Nodes are entities, or actors in a network, such as individuals, or agents, or organizations. Ties (link or edge) are objects such as friendship, membership, locations, kinship, interest, and profession which tie people or organizations together and help people form certain relationships (Long et al., 2019, Tompson et al., 2019).

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