Research on the Social Epistemic Network (SENS) for Promoting Deeper Learning in University Students through Online Knowledge Construction

This study explores the impact of online collaborative knowledge construction on Deeper Learning among university students. Utilizing Social Network Analysis (SNA) and Epistemic Network Analysis (ENA), we examined interaction behaviors and cognitive development in a foundational computer science course. Data were collected from a Chinese university over nine weeks, involving two experimental phases. The analysis categorized students into core and peripheral groups based on centrality metrics, revealing significant differences in their engagement and learning levels. Core group members demonstrated higher cognitive development and problem-solving abilities, with dense connections in higher-order cognitive stages. In contrast, peripheral group members showed limited interaction and basic cognitive outcomes. The findings emphasize the critical role of collaboration and communication in fostering Deeper Learning, suggesting the need for educational institutions to adopt new teaching methods and technologies. By promoting high-order cognition and collaborative learning, educators can enhance students' critical thinking, innovation, and problem-solving skills, ultimately contributing to a dynamic and enriched learning environment.