This chapter employs a longitudinal social network approach to research small group teaching in higher education. Longitudinal social network analyses can provide in-depth understanding of the social dynamics in small groups. Specifically, it is possible to investigate and disentangle the processes by which students make or break social connections with peers and are influenced by them, as well as how those processes relate to group compositions and personal attributes, such as achievement level. With advanced methods for modelling longitudinal social networks, researchers can identify social processes affecting small group teaching and learning.
Writing this chapter would be impossible without the great expertise of Tom Snijders, Christian Steglich, and Marijtje van Duijn. The authors would like to thank them for sharing their knowledge during lectures, seminars and research meetings as well as for sharing information online (e.g., power point presentations). We made use of this valuable information while writing this chapter.
Brouwer, J., Jansen, E., Flache, A. and Hofman, A. (2018), "Longitudinal Peer Network Data in Higher Education", Theory and Method in Higher Education Research (Theory and Method in Higher Education Research, Vol. 4), Emerald Publishing Limited, Leeds, pp. 145-162. https://doi.org/10.1108/S2056-375220180000004010
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