Linking Social Networks to Student Learning and Performance in Project Teams: The Promise of Collaborative Norms
研究了学生团队咨询网络的结构特征如何通过协作规范影响项目学习和绩效，发现网络密度促进规范，而中心化在感知专家度高时削弱规范，规范进而提升学习与绩效。
Integrating learning and social network literatures, we developed and tested a multistage model with collaborative norms as the linking mechanism between structural character-istics of student teams' advice-seeking networks and project-based learning outcomes. Analyses of 206 students in 47 project teams revealed that the density of team advice -seeking networks was positively related to collaborative norms. In contrast, the centrali-zation of advice-seeking networks was negatively associated with collaborative norms when the level of perceived expertness of the central member in the team was higher. Sub-sequently, collaborative norms had a positive effect on both student learning and project performance. The findings suggest that research on team-based learning effectiveness can be advanced by attending to the norming process for collaboration, through which net-work structure shapes learning and performance in teams.