Networked Learning in Context: What does e-learning offer students working independently, and what do they bring to it?

Kirkwood, Adrian (2004). Networked Learning in Context: What does e-learning offer students working independently, and what do they bring to it? In: Murphy, David; Carr, Ronnie; Taylor, James and Wong, Tat-meng eds. Distance Education and Technology: issues and practice. Hong Kong, China: Open University of Hong Kong Press, pp. 217–229.

Abstract

The Open University UK has been offering degree-level courses to dispersed independent learners for more than 30 years. The university’s ‘multiple media’ approach to teaching and learning now involves elements of networked learning with information and communication technologies (ICT) being included within a large proportion of courses. This covers, for example, e-mail support, computer conferencing, web-based resources and electronic submission of assignments. For any distance education university, the institutional advantages to be gained from networked learning (or e-learning) are mainly concerned with greater flexibility, faster development and response times, and better and more extensive opportunities for learner communication and participation. However, the technologies must serve – not determine – educational aims and outcomes. For e-learning to be effective, it is the educational context, purpose and design for use that are fundamentally important. But independent learners are not all seeking the same outcomes, and there is diversity in their existing skills for learning and approaches to studying. From the students’ perspective, networked learning offers a variety of opportunities that both draw upon existing experiences and present new challenges.

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