Overview
- Networked learning is learning in which information and communications technology (ICT) is used to promote connections: between one learner and other learners; between learners and tutors; between a learning community and its learning resources. Networked learning is an area which has great practical and theoretical importance. It is a rapidly growing area of educational practice, particularly in higher education and the corporate sector
- This volume brings together some of the best research in the field, and uses it to signpost some directions for future work. The papers in this collection represent a major contribution to our collective sense of recent progress in research on networked learning. In addition, they serve to highlight some of the largest or most important gaps in our understanding of students’ perspectives on networked learning, patterns of interaction and online discourse, and the role of contextual factors. The range of topics and methods addressed in these papers attests to the vitality of this important field of work. More significant yet is the complex understanding of the field that they combine to create. In combination, they help explain some of the key relationships between teachers’ and learners’ intentions and experiences, the affordances of text-based communications technologies and processes of informed and intelligent educational change
Part of the book series: Computer-Supported Collaborative Learning Series (CULS, volume 4)
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Table of contents (10 chapters)
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Front Matter
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Back Matter
Keywords
About this book
Networked learning is learning in which information and communications technology (ICT) is used to promote connections: between one learner and other learners; between learners and tutors; between a learning community and its learning resources. Networked learning is an area which has great practical and theoretical importance. It is a rapidly growing area of educational practice, particularly in higher education and the corporate sector.
This volume brings together some of the best research in the field, and uses it to signpost some directions for future work. The papers in this collection represent a major contribution to our collective sense of recent progress in research on networked learning. In addition, they serve to highlight some of the largest or most important gaps in our understanding of students’ perspectives on networked learning, patterns of interaction and online discourse, and the role of contextual factors. The range of topics and methods addressed in these papers attests to the vitality of this important field of work. More significant yet is the complex understanding of the field that they combine to create. In combination, they help explain some of the key relationships between teachers’ and learners’ intentions and experiences, the affordances of text-based communications technologies and processes of informed and intelligent educational change.
Editors and Affiliations
Bibliographic Information
Book Title: Advances in Research on Networked Learning
Editors: Pierre Dillenbourg, Michael Baker, Carl Bereiter, Yrjö Engeström, Gerhard Fischer, H. Ulrich Hoppe, Timothy Koschmann, Naomi Miyake, Claire O’Malley, Roy Pea, Clotilde Pontecorovo, Jeremy Roschelle, Daniel Suthers, Peter Goodyear, Sheena Banks, Vivien Hodgson, … David McConnell
Series Title: Computer-Supported Collaborative Learning Series
DOI: https://doi.org/10.1007/1-4020-7909-5
Publisher: Springer Dordrecht
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eBook Packages: Springer Book Archive
Copyright Information: Springer Science+Business Media New York 2004
Hardcover ISBN: 978-1-4020-7841-5Published: 13 August 2004
Softcover ISBN: 978-90-481-7786-8Published: 29 January 2011
eBook ISBN: 978-1-4020-7909-2Published: 11 April 2006
Series ISSN: 1573-4552
Series E-ISSN: 2543-0157
Edition Number: 1
Number of Pages: VIII, 248
Topics: Education, general, User Interfaces and Human Computer Interaction, Educational Technology, Learning & Instruction