Conducting peer reviews and providing constructive feedback is a highly valued and soughtafter competency by employers. In the online master’s degree program examined for this study, students were required to conduct peer reviews to develop this competency throughout the semester. However, students tended to review the same peers they knew and were less likely to branch out to other peers. A strategy utilizing Social Networking Analysis (SNA) was implemented to promote engagement and foster an inclusive climate among students. This study aimed to evaluate the strategy's effectiveness and answer the following research questions. 1. How would social networking maps impact students’ peer-review choices? 2. How would social networking maps improve students’ interactions within an online course? 3. How would social networking maps impact students’ perceptions of their online learning community? Research data were students’ responses to a survey instrument with Likert-scale questions administered at the end of Spring 2021, Summer 2021, Fall 2021, Spring 2022, Summer 2022, and Fall 2022. Approximately 700 students completed the survey. More than 44% of the students either agreed or strongly agreed that the social networking maps helped them to identify peers for the peer review assignments. More than 55% of the students either agreed or strongly agreed that they could reach out to peers they did not know because of the social networking maps. Approximately 47% of the students indicated that the social networking maps helped them see the learning community they created with their peers. The findings suggested that the implementation of social networking maps was effective. This strategy promoted engagement and cultivated an inclusive climate successfully. However, this study is limited as it did not explore whether students could transfer their experiences to other classes and become more engaged with their peers.
Dr. Wanju Huang is a Clinical Associate Professor of Learning Design and Technology at Purdue University. Prior to joining the LDT program, she was an instructional design manager at Teaching and Learning Technologies, Purdue Online, where she led a team of instructional designers and video producers for course design and development. She received her Ph.D. in Curriculum and Instruction (with a concentration in Technology) from the University of Illinois at Urbana-Champaign. Dr. Huang received the Outstanding Faculty Teaching Award from the Department of Curriculum and Instruction at Purdue University in 2021 and the Purdue Online Innovative Course Design and Use of Technology Award in 2020. She has published and presented research papers related to online learning and instructional design at national and international conferences. Her research interests include: online learning, the educational use of augmented reality and virtual reality, AI integration in education, Natural Language Processing, and Social Networking Analysis.
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