Abstract
This article reports on phenomenographic research which explored the qualitative differences in post-secondary students’ accounts of their networked learning experiences. Data was generated using semi-structured interviews with a purposive sample of participants. Phenomenographic analysis led to a configuration of variation in students’ accounts of their experiences in terms of four hierarchically inclusive categories of description incorporating the use of the networked technologies for (1) flexibly accessing resources, (2) following through individual self-managed learning, (3) learning in connectivity with others for increasing personal learning, and (4) learning in community with others, consciously facilitating others’ learning as well. Qualitative differences were further configured as critically structured by the use of technology for learning, active engagement for learning and related goals, and inter-human activity for learning including self-positioning in relation to others. This research advances different students’ experiences of learning using networked technologies as all legitimate and in emergent progression of expanding awareness.
Published Version
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