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Visualising the invisible: A network approach to reveal the informal social side of student learning

机译：可视化无形：网络方法揭示学生学习的非正式社会方面

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World-wide, universities in health sciences have transformed their curriculum to include collaborative learning and facilitate the students' learning process. Interaction has been acknowledged to be the synergistic element in this learning context. However, students spend the majority of their time outside their classroom and interaction does not stop outside the classroom. Therefore we studied how informal social interaction influences student learning. Moreover, to explore what really matters in the students learning process, a model was tested how the generally known important constructs-prior performance, motivation and social integration-relate to informal social interaction and student learning. 301 undergraduate medical students participated in this cross-sectional quantitative study. Informal social interaction was assessed using self-reported surveys following the network approach. Students' individual motivation, social integration and prior performance were assessed by the Academic Motivation Scale, the College Adaption Questionnaire and students' GPA respectively. A factual knowledge test represented student' learning. All social networks were positively associated with student learning significantly: friendships (β = 0.11), providing information to other students (β = 0.16), receiving information from other students (β = 0.25). Structural equation modelling revealed a model in which social networks increased student learning (r = 0.43), followed by prior performance (r = 0.31). In contrast to prior literature, students' academic motivation and social integration were not associated with students' learning. Students' informal social interaction is strongly associated with students' learning. These findings underline the need to change our focus from the formal context (classroom) to the informal context to optimize student learning and deliver modern medics.
机译：在世界范围内，卫生科学大学已改变其课程设置，以包括协作学习并促进学生的学习过程。在这种学习环境中，相互作用被认为是协同作用的要素。但是，学生将大部分时间都花在教室外面，并且互动不会在教室外停止。因此，我们研究了非正式的社交互动如何影响学生的学习。此外，为了探究在学生学习过程中真正重要的事情，测试了一个模型，该模型测试了众所周知的重要构架，即绩效，动机和社会融合与非正式社会互动和学生学习的关系。 301名本科医学生参加了该横断面定量研究。非正式社交互动是根据网络方法使用自我报告的调查进行评估的。学生的个人动机，社会融合和以前的表现分别通过学术动机量表，大学适应问卷和学生的平均绩点进行评估。事实知识测验代表学生的学习。所有社交网络都与学生的学习显着正相关：友谊（β= 0.11），向其他学生提供信息（β= 0.16），从其他学生那里获得信息（β= 0.25）。结构方程模型揭示了一个模型，其中社交网络增加了学生的学习（r = 0.43），然后是先前的表现（r = 0.31）。与先前的文献相反，学生的学习动机和社会融合与学生的学习无关。学生的非正式社交互动与学生的学习密切相关。这些发现强调了有必要将我们的重点从正式背景（课堂）改变为非正式背景，以优化学生的学习并交付现代医务人员。

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