A Critique and Reconstruction of the Conception of “Networked Learning”

Zuo Huang; Huang Fuquan

doi:doi:10.11648/j.edu.20180705.16

| Peer-Reviewed

A Critique and Reconstruction of the Conception of “Networked Learning”

Zuo Huang, Huang Fuquan

Published in Education Journal (Volume 7, Issue 5)

Received: 29 September 2018 Accepted: 26 October 2018 Published: 19 November 2018

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

Along with the development of Internet technology and integrated with the theory of instruction and culture of the organization, the conception of “Network Learning(NL)” has gone through “e-Learning/Education” to “Networked e-Learning/e-Education”, then to “Networked Learning.” However, one aspect, the conception of NL, cannot escape the language system of traditional epistemology and the dualism of science and culture. Another aspect, the development of the network society requires the NL to expand its meaning. This article aims to reconstruct the conception of “NL”. Based on the literature review of existed studies on NL, at the perspective of Actor-Network Theory, an etymology study is carried out. The result shows that the new conception of “NL”, includes three meanings of technological, social and philosophical levels. Firstly, the “NL” at the technological level refers to the general learning activities by means of Internet technology. Secondly, the “NL” at the social level refers to the learning environment or context which aims to improve the interaction, communication and cooperation among learners. Ultimately, “NL” at the philosophical level refers to the basic form of the existence of learning life which is the heterogeneous network constructed around the knowledge. It is expected to become the new mode of education in the near future with the integration of learning as ontology, epistemology and methodology.

Published in	Education Journal (Volume 7, Issue 5)
DOI	10.11648/j.edu.20180705.16
Page(s)	136-145
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2018. Published by Science Publishing Group

Keywords

Networked Learning (NL), e-Learning/Education, Networked e-Learning/Education, Network Learning, Network Society, Actor-Network Theory

References

[1]	Hamid, A. A. (2001). E-Learning: Is it the “e” or the learning that matters, The Internet and Higher Education, Vol. 4, Issues 3–4, P. 311-316.
[2]	Hilsenrath, J. (1964). Cmoputer assisited instruction in mathematics, American mathematical monthly, Vol. 71, No. 8, P. 954.
[3]	Starkweather, J. A. (1967). Computer-assisted learning in medical education, Canadian Medical Association Journal, Vol. 97, No. 12, P. 733-738.
[4]	Tonge, FM. (1968). Design of a programming language and system for computer assisted learning, World Computer Congress.
[5]	Sangrà, A., et al. (2012). Building an Inclusive Definition of E-Learning: An Approach to the Conceptual Framework, International Review of Research in Open and Distance Learning, Vol. 13, No. 2, P. 145-159.
[6]	Vera, B. (2018). The Use of e-Learning in Vocational Education and Training (VET): Systematization of Existing Theoretical Approaches，Journal of Education and Learning, Vol. 7 No. 5 P. 92-101.
[7]	He, K. K. (2002). “e-Learning and the deepening innovation of colleges and universities (a)”, China Educational Technology, No. 2, P. 8-12.
[8]	E-learning. (2013). http://en.wikipedia.org/wiki/E-learning#References.
[9]	Robinson, R., Michael, M., Landra, R. (2016). "Facilitating Learning" (PDF). Association for Educational Communications and Technology. Retrieved 18 March 2016.
[10]	Higher Education Funding Council for England. (2005). HEFCE Strategy for e-learning, Bristol: HEFCE, P. 5.
[11]	Kahiigi, E. K., et al. (2008). Exploring the e-learning state of the art. The Electronic Journal of e-Learning, Vol. 6, No. 2, P. 77-88. Retrieved from http://www.ejel.org.
[12]	Friesen, N. (2009). Re-thinking e-learning research: Foundations, methods and practices. New York: Peter Lang.
[13]	Andrews, R. & Haythornthwaite, C. (2007). Introduction to E-learning Research. in Andrews, R. &Haythornthwaite, C. The SAGE Handbook of E-learning Research, London: SAGE Publications Ltd., P. 2
[14]	Pahl, C. (2008). “Content-driven Design and Architecture of E-Learning Applications”, Advanced Technology for Learning, vol. 5, No. 1, P. 219-228.
[15]	Trentin, G. (2010). Networked Collaborative Learning: Social interaction and active learning, Chandos Publishing.
[16]	Bower, M. (2016). Deriving a Typology of Web 2.0 Learning Technologies, British Journal of Educational Technology, Vol. 47, No. 4, P. 763-777.
[17]	Jena, A. K., et al. (2018). Exploring the Effects of Web 2.0 Technology on Individual and Collaborative Learning Performance in Relation to Self-Regulation of Learners, Journal on School Educational Technology, Vol. 13, No. 4, P. 20-35.
[18]	Bugawa, A. M., Andri, M. (2018). The Impact of Web 2.0 Technologies on the Learning Experience of Students in Higher Education: A Review, International Journal of Web-Based Learning and Teaching Technologies.
[19]	Lassila, O. & Hendler, J. (2007). “Embracing ‘Web 3.0’”, Internet Computing, Vol. 11, No. 3, P. 90-93.
[20]	ESRC. (2002). “Working towards E-Quality in Networked E-Learning in Higher Education: A Manifesto Statement for Debate”, Retrieved from http://csalt.lancs.ac.uk/esrc/manifesto.pdf, 2013-05-03.
[21]	Spector, J. M., et al. (2010). Learning and Instruction in the Digital Age, New York: Springer, P. 8.
[22]	Goodyear, R., et al. (2002). “Research on networked learning: An overview” in Proceedings of the 3rd international Conference on Networked Learning, Sheffield: Sheffield University.
[23]	Chan, T. W., et al. (2001). “Four spaces of NL models”, Computers & Education, Vol. 37, No. 2, P. 141-161.
[24]	O'Donnell, E., et al. (2015). A Review of Personalised E-Learning: Towards Supporting Learner Diversity, International Journal of Distance Education Technologies, Vol. 13, No. 1, P. 22-47.
[25]	Morris, R. D. (2010). Web3.0: Implications for Online Learning, TechTrends: Linking Research and Practice to Improve Learning, Vol. 55, No. 1, P. 42-46.
[26]	Hussain, F. (2012). E-Learning 3.0 = E-Learning 2.0 + Web 3.0, International Association for Development of the Information Society, Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, Oct 19-21, 2012)
[27]	Poore, M. (2014). The Next G Web: Discernment, Meaning-Making, and the Implications of Web 3.0 for Education, Technology, Pedagogy and Education, Vol. 23, No. 2, P. 167-180.
[28]	Beaty, L., et al. (2010). “Revisiting the E-Quality in Networked Learning Manifesto”, in L. Dirckinck-Holmfeld, V. Hodgson, et al, Proceedings of the 7th International Conference on Networked Learning.
[29]	John, N. (1985). The megatrend: the ten orientations to change our life, in Chinese, Beijing: popular science press.
[30]	Illich, I. (1992). Deschooling Society, translated by K. N. Wu, Taipei: Guiguan Book Ltd. P. 2.
[31]	Bates, A. W. (1999). Managing Technological Change: Strategies for Colleges and University Leaders, San Francisco: Jossey-Bass Publishers, P. Xiii.
[32]	Stiegler, B. (1999). Technics and Time: The Fault of Epimetheus, translated by C. Pei, Nanjing: Yilin Press, P. 30.
[33]	Wissler, C. (2004). Man and Culture, translated by G. N. Qian, Z. Q. Fu, Beijing: Commercial Press, preface, P. 1.
[34]	Xu, S. (1981). The Analytical Dictionary of Chinese Characters, interpreted by Y. C. Duan, Shanghai Classic Publishing House.
[35]	The Contemporary Chinese Dictionary (5th ed.). (2005). Beijing: Commercial Press, P. 408.
[36]	Hornby, A. S. (2005).the Oxford Advanced Learner's English-Chinese Dictionary (6th ed.), translated by X. Z. Shi, Beijing: Commercial Press, 2005.
[37]	Merriam-Webster online dictionary. “Network”, Retrived from http://www.merriam-webster.com/dictionary/network, 2013-05-03.
[38]	Castells, M. (2000). The rise of the network society(2nd ed.), Oxford; Malden, MA: Blackwel.
[39]	Michael, H. (1993). The Metaphysics of virtual reality, New York: Oxford University Press.
[40]	Mark, P. (1989). Critical Theory and Poststructuralism, New York: Cornell University Press.
[41]	Needham, J. (1990). The history of Chinese Science Technics, Beijing: Science Press, P. 221.
[42]	Mao, Y. H., et al. (1996). Field and B: the comparison and integration of Chinese and Foreign Philosophy (3), Beijing: Chinese Social Science Press, P. 279.
[43]	Latour, B. (1999). On Recalling ANT, in J. Law& J. Hassard, et al, Actor Network Theory and After, Oxford: Blackwell Publishers, P. 15.
[44]	Law, J. (1999). After ANT: topology, naming and complexity, in J. Law & J. Hassard, et al, Actor Network Theory and After, Oxford: Blackwell Publishers, P. 6-7.
[45]	Latour, B. (2005). Reassembling the Social: An Introduction to Actor-Network Theory, Oxford: Oxford University Press, P. 128-133.
[46]	Smith, B. O. (1987). Definitions of Teaching, in M. J. Dunkin, (Ed.), The International Encyclopedia of Teaching and Teacher Education, Oxford: Pergamon, P. 11-15.
[47]	Huang, F. Q. (2011). Contemporary Curriculum and Instruction Theory, Beijing；People Education Press.
[48]	Ye, R. X. (1995). “The new understanding of the concept of learning”, The academic journal of Hanshan Normal College, No. 4, P. 83-84.
[49]	Alexander, P. A., et al. (2009). “What is learning anyway? A Topographical Perspective Considered”, Educational Psychologist, Vol. 44, No. 3, P. 176-192.
[50]	Lave, J. & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation, Cambridge University Press.
[51]	Hao, G. S. (2004). “The philosophical considering on the essence of Learning”, the Academic Journal of Henan Science Technology University, Vol. 22, No. 3, P. 34.
[52]	Sang, X. M. (2005). “What is the learning? The Outline of Studying Learning from the Perspective of Multi-discipline”, The Opening Education Research, Vol. 11, No. 1, P. 8.
[53]	Zeng, W. J. (2007). The Introduction to Culture Learning: the Philosophical Study of Learning Culture, South China Normal University Dissertation, P. III.
[54]	Fenwick, T. & Edwards, R. (2010). Actor-Network Theory In Education, Oxen: Routledge, P. 22.
[55]	Fox, S. (2005). “An actor-network critique of community in higher education: implications for networked learning”, Studies in Higher Education, Vol. 30, No. 1, P. 95-110.
[56]	Jonassen, D. H. & Reeves, T. C. (1996). Learning with Technology: Using Computers as Cognitive Tools, in D. H. Jonassen, Handbook of Research for Educational Communications and Technology: a project of the Association for Educational Communications and Technology, New York: Macmillan Library Reference USA, P. 693-719.
[57]	Zhang, J. P. (2010). “The Study on the Essence of Network Learning”, Modern Distance Education Research, Vol. 108, No. 6, P. 17.
[58]	Beaty, L. & Howard, J. (2010). Re-Conceptualising the Boundaries of Networked Learning: The shifting relationship between learners and teachers, in L. Dirckinck-Holmfeld, et al. Proceedings of the 7th international Conference on Networked Learning 2010, Denmark: Aalborg, P. 602-609.
[59]	Siemens, G. (2009). The knowledge and learning in the network age: towards the connection, translated by Q. L. Qing, Shanghai: South East Normal University.
[60]	Harman, G. (2007). “The importance of bruno latour for philosophy”, Cultural Studies Review, Vol. 13, No. 1, P. 44.
[61]	Foth, M. (2006). “Network action research”, Action Research, Vol. 4, No. 2, P. 205-226.

Cite This Article

Plain Text BibTeX RIS

APA Style

Zuo Huang, Huang Fuquan. (2018). A Critique and Reconstruction of the Conception of “Networked Learning”. Education Journal, 7(5), 136-145. https://doi.org/10.11648/j.edu.20180705.16

Copy | Download

ACS Style

Zuo Huang; Huang Fuquan. A Critique and Reconstruction of the Conception of “Networked Learning”. Educ. J. 2018, 7(5), 136-145. doi: 10.11648/j.edu.20180705.16

Copy | Download

AMA Style

Zuo Huang, Huang Fuquan. A Critique and Reconstruction of the Conception of “Networked Learning”. Educ J. 2018;7(5):136-145. doi: 10.11648/j.edu.20180705.16

Copy | Download

@article{10.11648/j.edu.20180705.16,
  author = {Zuo Huang and Huang Fuquan},
  title = {A Critique and Reconstruction of the Conception of “Networked Learning”},
  journal = {Education Journal},
  volume = {7},
  number = {5},
  pages = {136-145},
  doi = {10.11648/j.edu.20180705.16},
  url = {https://doi.org/10.11648/j.edu.20180705.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20180705.16},
  abstract = {Along with the development of Internet technology and integrated with the theory of instruction and culture of the organization, the conception of “Network Learning(NL)” has gone through “e-Learning/Education” to “Networked e-Learning/e-Education”, then to “Networked Learning.” However, one aspect, the conception of NL, cannot escape the language system of traditional epistemology and the dualism of science and culture. Another aspect, the development of the network society requires the NL to expand its meaning. This article aims to reconstruct the conception of “NL”. Based on the literature review of existed studies on NL, at the perspective of Actor-Network Theory, an etymology study is carried out. The result shows that the new conception of “NL”, includes three meanings of technological, social and philosophical levels. Firstly, the “NL” at the technological level refers to the general learning activities by means of Internet technology. Secondly, the “NL” at the social level refers to the learning environment or context which aims to improve the interaction, communication and cooperation among learners. Ultimately, “NL” at the philosophical level refers to the basic form of the existence of learning life which is the heterogeneous network constructed around the knowledge. It is expected to become the new mode of education in the near future with the integration of learning as ontology, epistemology and methodology.},
 year = {2018}
}

Copy | Download

TY  - JOUR
T1  - A Critique and Reconstruction of the Conception of “Networked Learning”
AU  - Zuo Huang
AU  - Huang Fuquan
Y1  - 2018/11/19
PY  - 2018
N1  - https://doi.org/10.11648/j.edu.20180705.16
DO  - 10.11648/j.edu.20180705.16
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 136
EP  - 145
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20180705.16
AB  - Along with the development of Internet technology and integrated with the theory of instruction and culture of the organization, the conception of “Network Learning(NL)” has gone through “e-Learning/Education” to “Networked e-Learning/e-Education”, then to “Networked Learning.” However, one aspect, the conception of NL, cannot escape the language system of traditional epistemology and the dualism of science and culture. Another aspect, the development of the network society requires the NL to expand its meaning. This article aims to reconstruct the conception of “NL”. Based on the literature review of existed studies on NL, at the perspective of Actor-Network Theory, an etymology study is carried out. The result shows that the new conception of “NL”, includes three meanings of technological, social and philosophical levels. Firstly, the “NL” at the technological level refers to the general learning activities by means of Internet technology. Secondly, the “NL” at the social level refers to the learning environment or context which aims to improve the interaction, communication and cooperation among learners. Ultimately, “NL” at the philosophical level refers to the basic form of the existence of learning life which is the heterogeneous network constructed around the knowledge. It is expected to become the new mode of education in the near future with the integration of learning as ontology, epistemology and methodology.
VL  - 7
IS  - 5
ER  -

Copy | Download

Author Information

Zuo Huang

The School of Professional Development and Research on Primary and Secondary Education, South China Normal University, Guangzhou, China
Huang Fuquan

Centre for Contemporary Educational Research and Development, South China Normal University, Guangzhou, China

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Zuo Huang, Huang Fuquan. (2018). A Critique and Reconstruction of the Conception of “Networked Learning”. Education Journal, 7(5), 136-145. https://doi.org/10.11648/j.edu.20180705.16

Copy | Download

ACS Style

Zuo Huang; Huang Fuquan. A Critique and Reconstruction of the Conception of “Networked Learning”. Educ. J. 2018, 7(5), 136-145. doi: 10.11648/j.edu.20180705.16

Copy | Download

AMA Style

Zuo Huang, Huang Fuquan. A Critique and Reconstruction of the Conception of “Networked Learning”. Educ J. 2018;7(5):136-145. doi: 10.11648/j.edu.20180705.16

Copy | Download

@article{10.11648/j.edu.20180705.16,
  author = {Zuo Huang and Huang Fuquan},
  title = {A Critique and Reconstruction of the Conception of “Networked Learning”},
  journal = {Education Journal},
  volume = {7},
  number = {5},
  pages = {136-145},
  doi = {10.11648/j.edu.20180705.16},
  url = {https://doi.org/10.11648/j.edu.20180705.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20180705.16},
  abstract = {Along with the development of Internet technology and integrated with the theory of instruction and culture of the organization, the conception of “Network Learning(NL)” has gone through “e-Learning/Education” to “Networked e-Learning/e-Education”, then to “Networked Learning.” However, one aspect, the conception of NL, cannot escape the language system of traditional epistemology and the dualism of science and culture. Another aspect, the development of the network society requires the NL to expand its meaning. This article aims to reconstruct the conception of “NL”. Based on the literature review of existed studies on NL, at the perspective of Actor-Network Theory, an etymology study is carried out. The result shows that the new conception of “NL”, includes three meanings of technological, social and philosophical levels. Firstly, the “NL” at the technological level refers to the general learning activities by means of Internet technology. Secondly, the “NL” at the social level refers to the learning environment or context which aims to improve the interaction, communication and cooperation among learners. Ultimately, “NL” at the philosophical level refers to the basic form of the existence of learning life which is the heterogeneous network constructed around the knowledge. It is expected to become the new mode of education in the near future with the integration of learning as ontology, epistemology and methodology.},
 year = {2018}
}

Copy | Download

TY  - JOUR
T1  - A Critique and Reconstruction of the Conception of “Networked Learning”
AU  - Zuo Huang
AU  - Huang Fuquan
Y1  - 2018/11/19
PY  - 2018
N1  - https://doi.org/10.11648/j.edu.20180705.16
DO  - 10.11648/j.edu.20180705.16
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 136
EP  - 145
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20180705.16
AB  - Along with the development of Internet technology and integrated with the theory of instruction and culture of the organization, the conception of “Network Learning(NL)” has gone through “e-Learning/Education” to “Networked e-Learning/e-Education”, then to “Networked Learning.” However, one aspect, the conception of NL, cannot escape the language system of traditional epistemology and the dualism of science and culture. Another aspect, the development of the network society requires the NL to expand its meaning. This article aims to reconstruct the conception of “NL”. Based on the literature review of existed studies on NL, at the perspective of Actor-Network Theory, an etymology study is carried out. The result shows that the new conception of “NL”, includes three meanings of technological, social and philosophical levels. Firstly, the “NL” at the technological level refers to the general learning activities by means of Internet technology. Secondly, the “NL” at the social level refers to the learning environment or context which aims to improve the interaction, communication and cooperation among learners. Ultimately, “NL” at the philosophical level refers to the basic form of the existence of learning life which is the heterogeneous network constructed around the knowledge. It is expected to become the new mode of education in the near future with the integration of learning as ontology, epistemology and methodology.
VL  - 7
IS  - 5
ER  -

Copy | Download