Toward developing teaching, learning, and technology perspectives-in-practice for networked learning
Abstract: In this paper, I pose the question of whether the terms, e-learning, digital learning, online learning, virtual learning environments, technology enhanced learning, computer-supported collaborative learning, and networked learning are synonymous, convergent, or distinct—in policy, theory, and/or practice. Expanding on Kanuka's (2008) examination of understanding e-learning technologies-in-practice through philosophies-in practice, a series of existing and emerging linkages, as well as, disconnects across theories of teaching and learning with technological and philosophical stances are problematized. Resultant issues inform the broader, contended discourse on e-learning promises and failures. The plausibility of defining networked learning as a technology-enhanced approach to teaching and learning in adult education, which is developing a distinctive praxis—simultaneously emerging from and extending teaching, learning, and technological perspectives-in-practice—is posited.
Presider: Sandra Kucina Softic, University of Zagreb University Computing Centre