Longitudinal Semantic Network Analysis of Learning Reflections in Curriculum-Linked Learning Communities

This study analyzes reflective learning among university students who participated in curriculum-linked learning communities at C University from 2022 to 2024. Learning reports written by students were used as textual data, and Semantic Network Analysis (SNA) was applied to explore structural relationships and changes among keywords. The analysis revealed that early reflections emphasized individual outcomes whereas interaction-oriented keywords such as collaboration and feedback became central over time, reinforcing network connectivity. This indicates that participation in learning communities enhanced both peer interaction and self-directed learning. Yearly comparisons further highlighted distinct patterns: in 2022, liberal arts courses emphasized adaptation and presentation skills; in 2023, introductory major courses encouraged strategic sharing of individual learning; and in 2024, memory-based major courses prompted reflections on repetition and learning efficiency. These findings demonstrate that curriculum-linked approaches shape reflective learning themes and outcomes in different ways, offering meaningful implications for program operators and course instructors.