Abstract
This paper explores the complexity of researching networked learning and tutoring on two levels. Firstly, on the theoretical level, we argue that the nature of praxis in networked environments (i.e., learning and tutoring) is so complex that no single theoretical model, among those currently available, is sufficiently powerful, descriptively, rhetorically, inferentially or in its application to real contexts, to provide a framework for a research agenda that takes into account the key aspects of human agency. Furthermore, we argue that this complexity of praxis requires a multi-method approach to empirical investigation, in order that theory and praxis may converse, with both being enriched by these investigations. Secondly, on an empirical level, and as an example that draws upon our theoretical argument about complexity, we present the findings of a multi-method analysis of the learning and tutoring processes occurring in an online community of professionals engagedin a Master’s Programme in E-Learning. This investigation is informed by two mainstream theoretical perspectives on learning, and employs computer-assisted content analysis and critical event recall as complementary methodologies. This study reveals the differentiated nature of participants’ learning, even within a highly structured collaborative learning environment, identifies some of the key functions and roles of participants, and provides an indication of the value of such multi-method studies. Future prospects for this approach to research in the field are considered.
Actions that result from the deliberate application of theory or are entailed by a particular theoretical structure.
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De Laat, M., Lally, V. (2004). Complexity, theory and praxis: Researching collaborative learning and tutoring processes in a networked learning community. In: Dillenbourg, P., et al. Advances in Research on Networked Learning. Computer-Supported Collaborative Learning Series, vol 4. Springer, Dordrecht. https://doi.org/10.1007/1-4020-7909-5_2
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