TY - JOUR

T1 - Networked learning in higher education : practitioners' perspectives.

AU - Jones, Christopher

AU - Asensio, Mirea

AU - Goodyear, Peter

PY - 2000

Y1 - 2000

N2 - 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.

AB - 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.

U2 - 10.1080/0968776000080203

DO - 10.1080/0968776000080203

M3 - Journal article

VL - 8

SP - 18

EP - 28

JO - ALT-J

JF - ALT-J

SN - 0968-7769

IS - 2

ER -