Research on networked learning: An overview

Goodyear, Peter; Banks, Stephen P.; Hodgson, Vivien; McConnell, David

doi:10.1007/1-4020-7909-5_1

Cited by 112 publications

(79 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The seminar series resulted in a manifesto titled 'Towards E-Quality in Networked E-Learning in Higher Education' which was presented at the Networked Learning conference 2002 by the 'E-Quality Network'. As noted by Jones & Dirkcinck-Holmfeld (2009) this definition has proved itself to be remarkably robust over the last 10 years, and has developed considerable force especially within European research where it has been developed through a number of publications, and has been associated with the Networked Learning Conference series since 1998 (Jones & DirckinckHolmfeld 2009;Goodyear et al 2004).…”

Section: Networked Learning and Different Understandings Of Collaboramentioning

confidence: 99%

Differences in Understandings of Networked Learning Theory: Connectivity or Collaboration?

Ryberg

Buus

Georgsen

2011

Exploring the Theory, Pedagogy and Practice of Networked Learning

View full text Add to dashboard Cite

In this chapter we pursue and discuss a number of pertinent questions raised in a recently published book on Networked Learning Practices. In this book the editors contrast a current trend towards personalisation and individualisation of learning with a focus on mutual interdependency and collaboration amongst networked learners, and ask which directions designers of Networked Learning should take. Related to this, they express concerns with notions of Personal Learning Environments, asking whether these might erode collaborative or communal patterns of interaction and the commonality of experiences among students. We continue these discussions by critically examining recent ideas articulated by researchers promoting the notion of 'connectivism', as this concept has strong relations to the recent popularisation of web 2.0. Terms such as 'connections', 'networks', 'sharing', learner-centric', 'collaboration', 'participation' seem to be shared between Networked Learning theory and connectivism. We argue, however, that there are subtle, but fundamental differences in how these terms are understood, which might have implications for pedagogical orchestrations of networked learning. In particular, we query into different understandings and values around the 'interactional interdependencies' between people, and how we should orchestrate networked learning in Higher Education. In doing so, we provide examples from our own practice to discuss how we might address or dissolve dichotomies, such as between individualisation and collaboration, and how ideas from networked learning and connectivism can inform each other.

show abstract

Section: Networked Learning and Different Understandings Of Collaboramentioning

confidence: 99%

Differences in Understandings of Networked Learning Theory: Connectivity or Collaboration?

Ryberg

Buus

Georgsen

2011

Exploring the Theory, Pedagogy and Practice of Networked Learning

View full text Add to dashboard Cite

show abstract

“…even better, 30% of these teachers had outcomes that indicated that they were social learners at heart. This is a positive finding given the potential benefits of social learning (De Bruijn, 2008;Dresner & Worley, 2006;Gellert, 2003;Goodyear et al, 2004;Harasim et al, 1995;Lieberman & Wood, 2002a, 2002b. Since, 60% of the PD activities are influenced by contacts with, amongst others, colleagues, it is imperative that teachers are willing to learn with and from each other (Lovett & Cameron, 2011).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Programmes or projects in which teachers become part of professional communities have provided evidence of meaningful changes in local knowledge, the exploration of solutions to problems and practices that occur in particular contexts (Katz & earl, 2006;Lieberman & Wood, 2002a;O'Brien, Varga-Atkins, Burton, Campbell, & Qualter, 2008), deepening of teachers' knowledge, skill-building and instructional improvements (Darling-Hammond et al, 2009). Additionally, learning in networks has been reported to be beneficial for teachers (Goodyear, Banks, Hodgson, & McConnel, 2004;Harasim, Hiltz, Teles, & Turoff, 1995;Lieberman & Wood, 2002a) and creates major opportunities for PD (De Bruijn, 2008;Gellert, 2003;Lieberman & Wood, 2002b).…”

Section: Introductionmentioning

confidence: 99%

Social learning as approach for teacher professional development; how well does it suit them?

Meijs

Prinsen

Laat

2016

Educational Media International

View full text Add to dashboard Cite

Learning from others has been reported as a productive approach for teacher Professional Development (PD) and is seen as a valuable addition to formal PD. Specific insights into whether social learning suits teachers is still lacking. Therefore, the aim of the current study was to develop and apply an instrument to assess social learning mindedness of teachers. A questionnaire called the "Quiz: Social learning, how does it suit me?" was developed and its reliability and factor structure were explored. A total of 110 teachers, ranging from primary school to pre-university education filled out the Quiz. Results indicated that the teachers were already quite social learning minded; they were positively oriented towards social learning. Social learning mindedness encompassed five underlying factors including counteracting social-learning preferences, teachers' opinions and preferences related to learning from colleagues/ others, their orientation towards collaboration in new approaches to PD, an autonomy factor, and a more general attitude towards knowledge dissemination. Mostly, teachers like to explain and share their knowledge, like to collaborate with others to enhance their knowledge and ask others for advice if they have a problem. At the same time, they want some control over their PD (e.g. the outcomes). The teachers in this sample did not show much preferences that would counteract social learning, leading to the conclusion that social learning suits teachers as a form of PD. The Quiz, which is accessible online (in Dutch), is a useful tool for teachers to quickly get acquainted with social learning.

show abstract

“…Mobility and the pervasiveness of mobile devices and web-access reshape the boundaries of networked learning and networked learning research urging the development of 19 concepts such as place-based networked learning, chronotopic movements, a pedagogy of simultaneity, materiality and artefacts to name a few. Likewise, the significance of context has been highlighted by a regular contributor to the Networked Learning Conference, Nina Bonderup Dohn, who proposed in the 2012 conference (and has reiterated in this volume) a change to the frequently-cited definition of networked learning offered by Goodyear et al (2004). Dohn's addition is highlighted in the statement below:…”

Section: Different Contexts and Placesmentioning

confidence: 99%