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Computers & Education
Researchers applied ENA to 1,170 Knowledge Forum notes from an 18-student graduate learning community. The networks distinguished four stages of group development, corroborated an earlier qualitative ethnography, and revealed additional socioemotional relationships.
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The Internet and Higher Education
ENA modeled 1,747 coded Moodle messages from 81 graduate students across six online course offerings. Affective social presence connected more strongly with higher cognitive-presence phases, while interactive messages connected more with earlier phases of inquiry.
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Frontiers in Psychology
Thirteen dyads completed 26 collaborative sandwich-making interactions while wearing synchronized mobile eye trackers. ENA modeled the two partners' gaze targets jointly, separating task phases and distinguishing sequences that involved communication breakdowns and repairs.
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Frontiers in Education
Whether expert biology and mathematics teachers differ in how they notice and reason about classroom-management events. Biology experts more often connected planning-oriented alternatives such as structure and room preparation, whereas mathematics experts were more evaluative and focused on behaviour management and immediate engagement. The small exploratory sample, selected video settings, retrospective verbalization, and subject grouping do not establish fixed traits of all biology or mathematics teachers.
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Health Psychology and Behavioral Medicine
How an open, documented coding environment can connect qualitative data preparation with a reproducible ENA model. The worked workflow demonstrates that reproducibility can include the coding and interpretation chain rather than beginning only after a numeric matrix exists. Open tools and saved files do not automatically make codes valid, protect sensitive participants, eliminate researcher judgment, or guarantee that another team will reach the same interpretation.
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International Journal of STEM Education
How current students and alumni in a STEM minority participation program connected identity themes while imagining future roles. Students connected action-taking with less-certain possible STEM roles, whereas alumni integrated a broader and more holistic set of identity facets when describing their futures. The cross-sectional student–alumni comparison, small program-linked samples, and interview design cannot establish individual developmental change or a causal program effect.
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