Skip to main content
Article thumbnail
Location of Repository

Networked learning in higher education: Practitioners’ perspectives

By Chris Jones, Mirea Asensio and Peter Goodyear

Abstract

There is a growing use of a variety of communications media to provide networked learning in higher education. The practitioners in the field vary from experienced educators who have many years’ experience to early adopters who have begun to use networked technology for teaching and learning recently. Using interviews informed by a phenomenographic approach, this paper investigates the varieties of experience of practitioners of networked learning. It reports initial findings that represent an early stage of analysis. The findings point towards a common philosophy held by current practitioners of networked learning but a lack of ‘rules of thumb’. Practitioners expressed ideas close to a new paradigm in education but were cautious about specific design outcomes meeting expectations. This finding raises questions about design and whether networked learning is yet stable enough a field to provide guidance on best practice. The paper also reflects on criticisms of the phenomenographic method, in particular its reliance on interview data, and offers some possible ways of dealing with the criticisms

Topics: LB Theory and practice of education, LC1022 - 1022.25 Computer-assisted Education
Publisher: University of Wales Press
Year: 2000
DOI identifier: 10.1080/0968776000080203
OAI identifier: oai:generic.eprints.org:328/core5

Suggested articles

Citations

  1. (1995). 27Chris Jones et at Networked learning in higher education: practitioners' perspectives
  2. (1997). Computer mediated communication',
  3. (1996). CSCL: Theory and Practice of an Emerging Paradigm, Mahwah,NJ: Lawrence Erlbaum Associates. doi
  4. (1995). et at Networked learning in higher education: practitioners' perspectives doi
  5. (1992). IT-based open learning: tasks and tools', doi
  6. (1997). Learning and Awareness, Mahwah, NJ: Lawrence Erlbaum Associates.
  7. (1995). Network learning: a paradigm for the twenty-first century', doi
  8. (1994). Phenomenography', doi
  9. (1993). Rethinking University Teaching: A Framework for the Effective Use of Educational Technology, doi
  10. (1999). Students' frustrations with a Web-based distance education course', doi
  11. (1997). Teachers' craft knowledge and curriculum innovation in higher engineering education', doi
  12. (1999). The concepts and methods of phenomenographic research', doi
  13. (1986). The interview: a neglected issue in research on student learning', doi
  14. (1999). Understanding Learning and Teaching: The Experience doi

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.