Jones, Chris and Asensio, Mirea and Goodyear, Peter (2000) Networked learning in higher education: Practitioners’ perspectives. Association for Learning Technology Journal, 8 (2). pp. 18-28. ISSN 0968-7769
Available under License Creative Commons Attribution Non-commercial No Derivatives.
Download (738Kb) | Preview
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.
|Subjects:||L Education > LB Theory and practice of education|
L Education > LC Special aspects of education > LC1022 - 1022.25 Computer-assisted Education
|Depositing User:||Justin Smith|
|Date Deposited:||10 Apr 2009 11:38|
|Last Modified:||04 Apr 2011 10:15|
Actions (login required)