Editing Social network analysis (section)

====Unique capabilities====
Researchers employ social network analysis in the study of computer-supported collaborative learning in part due to the unique capabilities it offers. This particular method allows the study of interaction patterns within a [[Networked learning|networked learning community]] and can help illustrate the extent of the participants' interactions with the other members of the group.<ref name=":0" /> The graphics created using SNA tools provide visualizations of the connections among participants and the strategies used to communicate within the group. Some authors also suggest that SNA provides a method of easily analyzing changes in participatory patterns of members over time.<ref>{{cite book |doi=10.4324/9780203763865-71 |chapter=Patterns of Interaction in Computer-supported Learning: A Social Network Analysis |title=International Conference of the Learning Sciences |year=2013 |pages=346–351 |isbn=9780203763865 }}</ref>

A number of research studies have applied SNA to CSCL across a variety of contexts. The findings include the correlation between a network's density and the teacher's presence,<ref name=":0" /> a greater regard for the recommendations of "central" participants,<ref>{{cite journal |last1=Martı́nez |first1=A. |last2=Dimitriadis |first2=Y. |last3=Rubia |first3=B. |last4=Gómez |first4=E. |last5=de la Fuente |first5=P. |title=Combining qualitative evaluation and social network analysis for the study of classroom social interactions |journal=Computers & Education |date=December 2003 |volume=41 |issue=4 |pages=353–368 |doi=10.1016/j.compedu.2003.06.001 |citeseerx=10.1.1.114.7474 |s2cid=10636524 }}</ref> infrequency of cross-gender interaction in a network,<ref>{{cite conference|author1=Cho, H.|author2=Stefanone, M.|author3=Gay, G|name-list-style=amp|year=2002|title=Social information sharing in a CSCL community|conference=Computer support for collaborative learning: Foundations for a CSCL community|location=Hillsdale, NJ|publisher=Lawrence Erlbaum|pages=43–50|citeseerx=10.1.1.225.5273}}</ref> and the relatively small role played by an instructor in an [[asynchronous learning]] network.<ref>{{cite journal|author1=Aviv, R.|author2=Erlich, Z.|author3=Ravid, G.|author4=Geva, A.|name-list-style=amp|year=2003|title=Network analysis of knowledge construction in asynchronous learning networks|journal=Journal of Asynchronous Learning Networks|volume=7|issue=3|pages=1–23|citeseerx=10.1.1.2.9044}}</ref>