This work-in-progress paper develops the conceptual background for researching knowledge construction in networked learning through examining learners’ articipation in knowledge advancement activities. Knowledge construction processes are explored using an analytical framework originating from data and ideas guided by the theoretical framework of the study based on the notion s of epistemic activity and epistemic fluency. Data have been collected from a postgraduate course in Advanced Learning Technology including student assignments,online discussions and interviews. The paper concludes that the ideas expressed within online messages exchanged between course participants as well as research projects and reviews undertaken as part of their assessment are representations of abstract knowledge which is constructed both collaboratively and individually. Epistemic activities have a decisive role in knowledge creation and improvement as they add value to such representations. Finally, the findings point to the importance of the contextual aspect in the process of knowledge construction pointing to the fact that knowledge can be constructed through interaction of the individual with the environment including peer learners, tutors and available resources. The paper contributes to discussions about the ways in which knowledge is being produced, managed, improved and applied in networked learning contexts.