A Case Study of Multidimensional Analysis for Student staff Collective Cognitive Responsibility in Active Learning Classrooms

Abstract

Is each participant’s collective cognitive responsibility fostered in long-term working experience? To answer this question, this study conducted two investigations focused on university student-staff working to improve an active learning classroom at a university. The investigation used social network analysis (SNA) and coding-and-counting analysis. We applied these analytical methods to discourse in Social-Networking Service (SNS) used by student-staff and instructors working together for improving and maintaining an active-learning-classroom. The SNA and its visualization in four years indicated that the instructors actively mediated any non-ideal communication between the student-staff in the SNS. Conversely, a coding-and-counting method for two-and-a-half years revealed the occurrence of trend changes in studentstaff discourse based on a time-series. The results from the SNA and coding-and-counting method illuminate different dimensions of student-staff improvement of collective cognitive responsibility. The effect of multidimensional analysis and how to interpret the combination of the results were also discussed.