‘Learning a different form of communication’: experiences of networked learning and reflections on practice

Abstract

This paper focuses on learners’ experiences of text-based computer-mediated communication (CMC) as a means of self-expression, dialogue and debate. A detailed case study narrative and a reflective commentary are presented, drawn from a personal, practice-based inquiry into the design and facilitation of a professional development course for which a networked learning approach was adopted. Learners’ perspectives and experiences relating to both asynchronous (bulletin board) and synchronous (MOO-based) conferencing are explored, and the case narrative traces in particular the acclimatization experiences and perspectives of newcomers to networked learning. Implications are highlighted in relation to four dimensions of design and facilitation practice for networked learning: task design, socio-technical design, information design, and tutoring strategy. It is also suggested that case narratives such as the one presented in the paper may have value as learning resources to support experiential approaches to ‘learning to learn’ in networked environments.