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Abstract Studying the networked nature of social and cognitive aspects of learner interactions is the key to understanding how successful collaborative learning occurs in asynchronous online discussion forums (AODFs). Guided by network science and multiplex network analysis, this study compared the differences of network structure and properties between the social (learners as nodes and commenting on the others' contributions as edges) and cognitive (learners as nodes and explicitly quoting the others' contributions as edges) networks within an AODF. It additionally examined the differences of individual measures between these two monolayer networks and their integrated two multiplex networks. The two multiplex networks were respectively framed in superimposed and unfold approaches. Moreover, correlation analysis was conducted to examine the relationships between individual measures and learning performance across the four networks. Results showed key differences at the network and individual levels between the social and cognitive networks. The two networks had different compositions of participants, and students in the cognitive network occupied more central positions in general. Besides, certain individual measures in the multiplex networks were relatively higher and more related to learning performance than those in the monolayer networks. These results indicate that integrating multi‐aspect information of collaboration may be more conducive to unveiling learners' interaction patterns in asynchronous online discussions. Practitioner notes What is already known about this topic? Studying the networked nature of the social and cognitive aspects of learner interactions is the key to understanding how successful collaborative learning occurs. Social network analysis and content analysis are two commonly used methods to analyse learner interactions in asynchronous online discussions. There is a lack of research examining learners' overall interaction patterns by integrating social and cognitive interactions. What this paper adds? This study framed cognitive interactions as a networked phenomenon to unveil the way learners participate in the cognitive aspect of learner interactions. Multiplex network analysis (MNA) was introduced to integrate social and cognitive interactions to understand learners' overall interaction patterns. Integrating social and cognitive interactions led to a more closer relationship between learner interactions and learning performance. Implications for practice and/or policy? The proposed approach for framing the cognitive network and the introduced approach of MNA could be jointly employed to discern learners' overall interaction pattern in asynchronous online discussions. Course facilitators and instructors should be aware of the inconsistencies in social and cognitive interactions and then simultaneously examine them so as to acquire an accurate understanding of learners' diverse interactions. Pedagogical strategies for simultaneously facilitating social and cognitive interactions could be used to better improve learning performance.
Liu et al. (Fri,) studied this question.