The Design, Experience and Practice of Networked Learning by Vivien Hodgson Maarten de Laat David McConnell & Thomas Ryberg

Author:Vivien Hodgson, Maarten de Laat, David McConnell & Thomas Ryberg
Language: eng
Format: epub
Publisher: Springer International Publishing, Cham

Method

In this chapter, we will compare two designs of a blended learning environment whereby groups were working on authentic and complex group assignments. In economics case study 1, groups were dependent on the outcomes of other groups (for a detailed description of the module design, we refer to Hernandez Nanclares et al., 2012), while in medical case study 2, each group could work independently to solve a range of PBL tasks (Hommes et al., 2012). Learners interacted in both a face-to-face context and an educational technology context with Campus Virtual or Blackboard, using collaborative learning tools such as wikis or discussion forums. Small working groups constructed (shared) knowledge and tried to reach successful collaboration in their social learning space. Although in networked learning there is an explicit focus on technology (McConnell et al., 2012), in this study we were primarily interested in the formal and informal learning relations that developed over time, which are difficult to measure using log-data from technology tools (e.g. Engel, Coll, & Bustos, 2013; Martinez, Dimitriadis, Rubia, Gomez, & De la Fuente, 2003; Rienties, Hernandez Nanclares et al., 2013; Toral et al., 2010). These relations could be developed in the virtual learning environment (VLE), in the classroom, or outside the classroom setting. At the same time, the two case studies were situated (to use the language of networked learning) in a ‘constrained’ environment whereby formal classrooms, group structures and formal assessment of individual and/or group processes and products were put into place.

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