In this paper, we propose a novel approach to the assessment of the emergent socio-cognitive roles learners adopted during peer interactions. The approach posits that different dimensions of peer interaction emerging from temporal-semantic discourse information and the structure of interactions can be used to diagnostically reveal the emergent roles of learners during peer interactions. As such, the combination of two established methodologies, Group Communication Analysis (GCA) that centers on temporal semantic properties of online discourse with Social Network Analysis (SNA) that reflects structural interpersonal patterns of online interactions are used to gain a deeper understanding of the emergent, socio-cognitive roles learners adopt during peer interactions at scale. The proposed approach is named socio-cognitive group communication and interpersonal position (SCIP) analysis and is defined as a combination of these two distinct and complementary analytic techniques. The proposed SCIP approach is examined on data produced during peer interaction in a massive open online course (MOOC) delivered via Coursera. Using SCIP analysis, learner activity is described through five roles: Lurkers, Followers, Socially Detached, Influential Actors and Hyper Posters. We conclude the paper with a detailed discussion of the theoretical, methodological, and practical implications for peer interaction research. The scalability of the methodology opens the door for future research efforts directed towards understanding and improving peer-interactions at scale.

在本文中，我们提出了一种新颖的方法来评估学习者在同伴互动过程中采用的新兴社会认知角色。该方法假定，从时态语义话语信息中出现的同伴交互的不同维度和交互的结构可用于诊断性地揭示学习者在同伴交互过程中的新兴角色。因此，结合了两种已建立的方法，即群体交流分析（GCA），该方法以社交网络分析中在线话语的时间语义特性为中心（SNA）反映了在线互动的人际关系结构模式，可用于更深入地了解学习者在大规模同伴互动中所采用的新兴社会认知角色。所提出的方法被称为社会认知群体交流和人际地位（SCIP）分析，并且被定义为这两种截然不同且互补的分析技术的组合。在通过Coursera提供的大规模开放在线课程（MOOC）中，对同伴交互过程中产生的数据进行了检查，提出了SCIP方法。使用SCIP分析，通过五个角色来描述学习者的活动：潜伏者，追随者，社交独立，有影响力的演员和超级海报。我们以对同伴交互研究的理论，方法和实践意义的详细讨论作为本文的结尾。