Unfolding Perspectives on Networked Professional Learning: Exploring Ties and TimeReport as inadecuate

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Frontline Learning Research, v2 n2 p72-80 2014

Networked learning and learning networks are commonplace concepts in most contemporary discourse on learning in the 21st century. This special issue provides a collection of studies that address the need for a growing body of empirical work to extent the limited understanding of the use and benefits of networks in relation to learning and professional development. In this article we attempt to offer a synthesis of the studies presented in this special issue and reflect on their findings. The studies in this issue present a rich combination of networked professional learning research addressing issues related to the composition and structure of learning networks, their content and activities, showing how multi-faceted research in the field of networked learning really is. Based on the findings and methods used in the articles in this issue, we articulate some recommendations for further research. The recommendations are focused on the need for advanced multi-level analysis to understand the complexity of learning ties, the need for employing a multi-method research approach to triangulate and contextualize findings, the need to conduct process and time-based analysis and finally the need to further develop a theory and toolkit for applying Social Network Analysis in the context of networked learning.

Descriptors: Networks, Professional Development, Social Networks, Network Analysis, Informal Education, Evaluation Methods, Research Methodology

European Association for Research on Learning and Instruction. Peterseliegang 1, Box 1, 3000 Leuven, Belgium. e-mail: info[at]frontlinelearningresearch.org; Web site: http://journals.sfu.ca/flr/index.php/journal/index

Author: de Laat, Maarten; Strijbos, Jan-Willem

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=702&id=EJ1090930

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