Abstract. This paper presents results form an investigation of the relationship between student academic performance and social ties. Based on social capital and networked learning research, we hypothesized that i) students' social capital accumulated through their course progression is positively associated with their academic performance; and ii) students with more social capital have a significantly higher academic performance (operationalized as Grade Average Point score). Both hypotheses were supported by results of an empirical study that analyzed 10 years of student course enrolment records (N=505) in a master's degree program offered through distance education at a Canadian university. These results are consistent with previous studies which looked at social networks built through student interaction in classrooms or computer mediated communication environments. The significance of this research lies in the simplicity of the method used to establish student social networks from existing course registration records readily available through an institution's student information system. A direct implication of this research is that i) study plans for students should consider investment in building new social ties in each course during degree programs; and ii) readily available data about cross-class networks can be used in software systems supporting study planning.
Gasevic et al. REF assess the relationship between performance and social circles in an online education scenario.
“Choose Your Classmates, Your GPA Is at Stake!” The Association of Cross-Class Social Ties and Academic Performance
American Behavioral Scientist
Psychology