Exploring Conceptual Transfer Dynamics in an Online Community of Inquiry

In the context of the growing prevalence of online education, it is imperative to examine the role of group interactions in the development of individual capabilities. This study explores the dynamics of conceptual transfer within an asynchronous online Community of Inquiry (CoI) by employing Social Network Analysis (SNA) with a focus on stochastic investigation for empirical network analysis. The elements of Social Presence (SP), Cognitive Presence (CP), and Threshold Concepts (TCs) are extracted when students interact and reflect on their learning. The analysis of time series data and network evolution is used to discern patterns in student engagement and the emergence of TCs. Bilateral structures were identified, encompassing both the overall communication for the CoI and the dyadic communication for TCs. Knowledge exchange extended to the small-world network of 132 students. Messages that included TCs were infrequent, indicating difficulties in acquisition. Many achievers underwent early transformation. Nodes associated with TCs were not aggregated, but rather dispersed and interlinked across the community. For the creation of deep learning, fostering students’ ability to perceive unfamiliar cognitive paradigms and assimilate information within the subject domain was paramount. The results help to clarify how students in the online learning community can engage in deep and meaningful learning.