Social Network Analysis of Undergraduate Education Student Interaction in Online Peer Mentoring Settings

This study uses social network analysis to examine the patterns of student interactions in online peer mentoring sites within an undergraduate teacher education program. The peer mentoring sites were developed to provide both newcomers and more experienced peers the opportunity to discuss, share, and learn both from and with one another. The study demonstrated that the online peer mentoring sites supported interaction among first-year and third-year students. In particular, the networks formed by these interactions were sparse; online students did not seek or share course-related advice and information across the sites as a whole, but were selective with those whom they sought out for support, information, or guidance. This study has implications for future research to determine why students chose to use the peer mentoring sites to interact with their peers and what these interactions provided them. Such data could inform the ways the sites helped support students both in their transition and advancement in the program, and could be useful in assisting future development of the peer mentoring sites and similar learning spaces.