Applying networked learning to improve learner interactions: A new paradigm of teaching and learning in ODL

Abstract

Historically, much of online distance education has been plagued by issues such as a lack of participant interaction from learner-to-learner or learner-to-instructor. With the development of Web 2.0 and the recent emergence of social media sites, there are new opportunities for distance learners to practise 21st-century skills in collaboration, knowledge sharing and developing critical thinking. General interest regarding networked learning pedagogies has shifted to the use of social media tools as a replacement tool to enhance student learning in the Web 2.0 environment. The integration and use of social networking technology as a distance learning platform seems to hold promise for the distance learning mode. Many distance education institutions have traditionally employed a learning management platform (LMS), which in a broad sense does promote a certain exchange of information between learners. However, these platforms suffer from not performing in "real time" and are very much lesson-focused. In contrast, networked learning, which relies heavily on social networking media, can offer a better learning environment to students. The important feature is that it focuses on people (the learners) rather than simply the content, which, in turn, helps build a "learning community". This paper explores the pedagogical linkages between the networked learning approach and social networking media. A comprehensive technical literature review of the history of social media networking in the ODL environment and the primary role and impact on ODL are discussed and analysed. This exploratory paper provides some insight into the strategies ODL institutions could adopt to better understand the new paradigm of teaching and learning in a networked world.

Citation

Cheng, T.L. (2013), "Applying networked learning to improve learner interactions: A new paradigm of teaching and learning in ODL", Asian Association of Open Universities Journal, Vol. 8 No. 2, pp. 67-85. https://doi.org/10.1108/AAOUJ-08-02-2013-B006