Using the Social Network Analysis as a Pedagogical Tool to Enhance Online Interactions

No doubts subsist with regards to the capabilities of the Internet with its ever growing online communities. However, if the Web has provided fertile grounds for researches and collaborations, the education sector has not yet experienced threshold developments and dependencies on technology with matters relating to online teaching and learning. This paper is based on a doctoral research and the aim of this research is to study the tutor-students' interactions in order to unfold their way of interactions and their learning needs. The methodology used was based on the content analysis of the logged tutor-students textual interactions. Qualitative analysis based on the activity theory of Engeström at macro level, and the Panchoo/Jaillet grid at micro level, were used to analyze a thousand lines of interactions pertaining to a particular module at Master's level in the UNIV-Rct online campus. Surprisingly it has been found that the students interact less on cognitive issues and more on matters pertaining to rules and procedures. Considering the students' learning needs and the tutor's manner of supporting them at real time in their studies, it is desirable to exploit further the technological and the social network capabilities to help enhance the educational processes. For quality learning to take place, not only students should be given adequate pedagogical supports, but tutors should also be assisted to enable them give relevant feedback and guidance in time.