Networked Learning: Inviting Redefinition

Abstract

Table 1 Networked learning: intellectual foundations Socio-cultural accounts of learning and change, social constructivism, activity theory, and expansive learning Vygotsky, Engeström Critical pedagogy Freire, Giroux, McLaren, hooks, Negt Democratic education and experiential learning Dewey, Kolb Deschooling, learning webs, and convivial tools Illich, Alexander Adult learning, workplace learning, and professional development Knowles, Lindeman, Brookfield, Schön Humanistic psychology and student-centred learning Rogers Action research and action learning Lewin, Revans, Kemmis The German-Continental pedagogical tradition Humboldt, Klafki, Negt Problem-oriented project pedagogy (POPP) Illeris, Negt, Dewey, Freire Computer-mediated communications (CMC), online discussions Hiltz, Harasim Cooperative and collaborative learning; Computer-supported collaborative learning (CSCL)

Emerging Digital Practices Supporting Student-Centered Learning Environments in Higher Education: A Review of Literature and Lessons Learned from the Covid-19 Pandemic

“…As the world shifts into a post-pandemic state with other escalating global challenges, the potential of inverted, flipped, blended, and hybrid modalities has been emphasized in the studies included in the review, as well as in our empirical study, indicating a future pattern of a mixture between online and campus-based face-to-face teaching and learning practices in student-centered learning environments. In a similar vein, the binary distinction between exclusively online and exclusively face-to-face learning activities has been challenged in recent years, as scholars argue for a post-digital perspective that sees learning situations as complex entanglements of people, spaces, activities, and material, in which the digital and non-digital are intrinsically and inextricably interconnected (Networked Learning Editorial Collective (NLEC), 2021 ; Green et al, 2020 ; Bayne et al, 2014 ). Thus, while online, blended, and hybrid learning might be used as terms to differentiate between design scenarios, this distinction might not capture the complexity and intricate connectedness of students’ interactions with each other and with learning tasks, teachers, and content co-present in multiple spaces (Jandrić & Boras, 2015 ; Fawns 2019 ; Networked Learning Editorial Collective (NLEC, 2021 ).…”

The role of teachers in a sustainable university: from digital competencies to postdigital capabilities

“…Digital technologies play a crucial role in enacting these pedagogical ideas by facilitating connections and the emergence of new kinds of learning communities, where people can engage in discussions of different perspectives and participate in processes of knowledge co-creation (Networked Learning Editorial Collective, 2021 ). Yet, ecopedagogical models encourage teachers and students to go deeper, and to consider the role of digital technologies beyond their immediate instrumental purposes.…”

Diversifying Implementation Science: A Global Perspective

“…In this imagined future, practitioners and researchers in HICs and LMICs will form communities of practice or peer-to-peer collaborative learning networks. 36 , 37 Such networks will support global knowledge creation in the form of tools and strategies relevant to a variety of global contexts, provide frictionless opportunities to share knowledge, and facilitate the diffusion of knowledge among researchers in LMICs and between researchers in LMICs and HICs. They will be actively engaged in creating funding opportunities for LMIC-led conferences such as the GCIS and the recent conference on Implementation Science for Cancer Control in Africa.…”