Abstract
In this article we want to understand in more detail how learning networks emerge in online networked learning environments. An adage in Networked Learning theory is that networked learning cannot be designed; it can only be designed for. This adage implicitly carries the idea that networked learning is seen as learning in which information and communication technology is used to promote (emergent) connections between learners and their peers, learners and tutors and learners and learning resources. Emergence entails a self-organizing component. However, there is no comprehensive understanding of how self-organizing network effects occur in networked learning environments, how they influence possible learning outcomes and how these network effects can be enhanced or frustrated by the design elements of different networked learning environments. By means of a review we investigate how the three most known self-organizing network effects occur in networked learning environments, namely preferential attachment, reciprocity and transitivity. Results show that in most studies self-organizing network effects are significantly present. Moreover we found important (design) elements related to the people, the physical environments and the tasks of the learning networks that could influence these self-organizing network effects. Studies that looked at learning outcomes are limited. Based on the review study future research directions for the field of Networked Learning are addressed.
Highlights
In this article we wanted to understand in more detail how learning networks emerge online
Inthis this table table we we looked at under investigation
We found that the majority of the studies looked into learning networks based on forum messages derived from an online discussion board, two studies looked into email traffic of a VLE, two studies looked at the posting of documents and comments on the documents, three studies looked at several networked learning activities and one study looked at followers on social network sites
Summary
In this article we wanted to understand in more detail how learning networks emerge online. An adage in Networked Learning theory is that networked learning cannot be designed; it can only be designed for [1] This adage implicitly carries the idea that networked learning is seen as learning in which information and communication technology (ICT) is used to promote (emergent) connections between learners and their peers, learners and tutors and learners and learning resources [2,3]. These connections or ties result in learning networks. We follow Goodyear and Carvalho’s [1] definition of learning networks and see learning networks as “providing educational contexts [formal, non-formal or informal including learning in the wild] where certain pedagogical interactions take place and where people are exchanging views and experiences related to knowledge and knowing” [1] (p. 264)
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