New ways of social interaction, learning and performance (in the form of learning outcomes) have been heavily influenced by the appearance of different Internet technologies and Massive Open Online Courses (MOOCs) such as Coursera and Khan Academy. These platforms provide stimulating and interactive channels of communication that foster the creation and exchange of user-generated content for learning. Learning is a social process of progressive knowledge acquisition that is shaped by individuals and their interaction with others who can contribute new ideas, opinions and experiences (Rosen, 2010). Thus, social networks within which people interact play an important role in the learning process by expanding the possibilities of learners to reach new sources of information, and by providing (existing and latent) channels for open collaboration among individuals (Haythornthwaite, 2002b; Greenhow, 2011). Despite the attractive advantages presented by scholars about the impact of technology in the learning process, there is still a lack of understanding of the dynamics of social interaction within learning communities. Therefore, the motivating questions that inspire this study are (i) Is there an interplay between social networks, learning and performance? (ii) If so, what is the role of social learning in the inherent relationship between properties of social networks and performance? (iii) How does one quantify and measure learning within a social context? (iv) How does one account for social network properties of structure, relations and position in modelling learning for the purpose of learning analytics?
In this exploratory study, we develop a theoretical model based on social learning and social network theories to understand how knowledge professionals engage in learning and performance, both as individuals and as groups. The study also focuses on how an individual’s levels of participation and depth of engagement in the learning process are impacted by social interactions. The following section conducts a review of relevant learning theories and social network theories to arrive at a social networks model for understanding learning and performance. The model is then tested within an e-learning domain in a Group of Eight (Go8) university in Australia. The Go8 (group of Eight) comprises eight leading universities in Australia (www.go8.edu.au). The section on Results discusses the findings of