ABSTRACT
This study empirically investigated: How will various aspects of students’ prominence (i.e., betweenness, closeness, and eigenvector centralities) in the social network interaction of online discussion change over time? And how will Self-Regulated Learning (SRL) skills moderate the trend over time on various aspects of students’ prominence in social network interaction? The results suggested that students’ closeness centrality increased over time regardless of students’ SRL skill levels. With the online discussion, students developed a stronger sense of diversified learning community and thus formed more competent communities of learners by sharing values and resources, actively and interactively, to sustain the learning community.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Data availability
Data available on request due to privacy/ethical restrictions
Supplementary material
Supplemental data for this article can be accessed on the publisher’s website