Understanding how educators interact and form peer networks in online professional development contexts has become increasingly important as MOOCs for educators (MOOC-Eds) proliferate. This study examines peer discussion network formation and evolution in 'The Digital Learning Transition in K-12 Schools', a MOOC-Ed offered to U.S. and international educators in Spring 2013. Using cross-sectional and temporal exponential random graph models (ERGMs and TERGMs), the study analyzes two network subsamples: the largest connected component (N = 363) and active participants with three or more interactions (N = 227). Results reveal strong reciprocity and transitive closure effects across both networks, with participants six to nine times more likely to reciprocate interactions and over twice as likely to form ties with peers sharing common discussion partners. Assigned discussion group homophily emerged as the strongest predictor of tie formation, while regional homophily and willingness to connect also significantly influenced network structure. Temporal analysis showed discussion activity peaked mid-course before declining sharply, with network structure evolving from broadly distributed participation to concentrated interaction among a tightly connected core. These findings illuminate the mechanisms driving peer-supported learning in online professional development contexts and suggest design implications for fostering sustained educator engagement in MOOC-based learning environments.

翻译：随着面向教育工作者的MOOC（MOOC-Eds）日益普及，理解教育工作者在在线专业发展环境中如何互动并形成同伴网络变得愈发重要。本研究以2013年春季面向美国及国际教育工作者开设的MOOC-Ed课程“K-12学校的数字化学习转型”为案例，探究其同伴讨论网络的形成与演化过程。通过采用横截面与时间指数随机图模型（ERGMs与TERGMs），研究分析了两个网络子样本：最大连通分量（N = 363）以及具有三次及以上互动的活跃参与者群体（N = 227）。结果显示，两个网络均存在显著的互惠性与传递闭包效应——参与者互惠互动的可能性高出6至9倍，而与共享共同讨论伙伴的同伴建立连接的可能性则超过两倍。被分配的讨论小组同质性成为连接形成的最强预测因子，而地域同质性与连接意愿也对网络结构产生显著影响。时序分析表明讨论活动在课程中期达到峰值后急剧下降，网络结构从广泛分布的参与模式演变为紧密连接核心群体间的集中互动。这些发现揭示了在线专业发展环境中同伴支持学习的驱动机制，并为在MOOC学习环境中促进教育工作者持续参与提供了设计启示。