Publication:
Enhanced social connectivity in hybrid classrooms versus academic centrality in online settings

dc.contributor.authorPulgar, Javier
dc.contributor.authorRamírez, Diego
dc.contributor.authorCandia Vallejos, Cristian
dc.date.accessioned2024-05-23T19:18:04Z
dc.date.available2024-05-23T19:18:04Z
dc.date.issued2023
dc.description.abstractSocial learning, the ability to perceive, interpret, and assess the behavior of one’s peers, is crucial for forming meaningful relationships and succeeding in various learning environments. Yet, the rise of online and hybrid settings poses new challenges to socialization. Here, we study the social interactions among 191 high school physics students in Chile, comparing online and hybrid classrooms that were assigned in the COVID-19 pandemic context. We found that students in hybrid settings were more connected and more likely to form casual relationships outside their immediate friend groups, which allowed them to gather new information from diverse sources. Along the same lines, in online classrooms, students who excelled in physics occupied more central positions in social networks. This trend was not evident in hybrid settings, suggesting that when social cues are limited, academic performance gains greater importance in establishing social hierarchies and potentially limiting access to diverse information. Our study highlights the importance of social interactions in educational contexts and raises questions about the impact of relational inaccessibility on virtual learning.
dc.description.sponsorshipFONDECYT - Agencia Nacional de Investigacion y Desarrollo (ANID) , Chile.
dc.description.versionVersión publicada
dc.format.extent23 p.
dc.identifier.citationEnhanced social connectivity in hybrid classrooms compared to academic centrality in online settings. Javier Pulgar, Diego Ramírez, and Cristian Candia. Rev. Phys. Educ. Res. 19, 020155
dc.identifier.doihttps://doi.org/10.1103/PhysRevPhysEducRes.19.020155
dc.identifier.issn2469-9896
dc.identifier.urihttps://hdl.handle.net/11447/8860
dc.language.isoen
dc.rightsAtribución-NoComercial-CompartirIgual 3.0 Chile (CC BY-NC-SA 3.0 CL)
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/cl/
dc.subjectInstructional strategies
dc.subjectLearning environment
dc.subjectSocial networks
dc.subjectK-12 students
dc.subjectNetworks
dc.titleEnhanced social connectivity in hybrid classrooms versus academic centrality in online settings
dc.typeArticle
dcterms.accessRightsAcceso abierto
dcterms.sourcePHYSICAL REVIEW PHYSICS EDUCATION RESEARCH
dspace.entity.typePublication
relation.isAuthorOfPublication0bf189c3-8a46-479c-95f2-0442c864184c
relation.isAuthorOfPublicationf662a3ba-d558-4854-8bb5-8572317666b3
relation.isAuthorOfPublication.latestForDiscovery0bf189c3-8a46-479c-95f2-0442c864184c

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