Psychological Foundations for Networked Learning

  • Peter Goodyear
Part of the Computer Supported Cooperative Work book series (CSCW)


This chapter is intended to provide an account of the psychology of networked learning for the practical purpose of informing educational design decisions in this rapidly changing area. Because of the relative rapidity of change in the technological platforms being used, the account is necessarily at a somewhat abstract level. It is meant to underpin the formation of some practical pedagogical knowledge that can outlast some of the more detailed operational changes in networked learning environments.


Collaborative Learning Continue Professional Development Network Learning Generic Competence Educational Design 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. Anderson, J. (1983) The architecture of cognition. Cambridge Mass: Harvard University PressGoogle Scholar
  2. Anderson, J. & Lebiere, C. (1998) The atomic components of thought. Mahwah NJ: Lawrence Erlbaum AssociatesGoogle Scholar
  3. Anderson, J., Reder, L. & Simon, H. (1996) Situated learning and education. Educational Reseacher, 25 (4), 5–11Google Scholar
  4. Anderson, J., Reder, L. & Simon, H. (1997) Situative versus cognitive perspectives: form versus substance. Educational Reseacher, 26 (1), 18–21Google Scholar
  5. Assiter, A. (Ed) (1995) Transferable skills in higher education. London: Kogan PageGoogle Scholar
  6. Barnes, S. (2000) What does electron ic conferencing afford distance education? Distance Education, 21 (2), pp236–247CrossRefGoogle Scholar
  7. Barnett, R. (1994) The limits of competence: knowledge, higher education and society. Buckingham: Open University PressGoogle Scholar
  8. Barnett, R. (1997a) Higher education: a critical business. Buckingham: Open University PressGoogle Scholar
  9. Barnett, R. (1997b) Towards a higher education for a new century. London: Institute of Education University of LondonGoogle Scholar
  10. Barnett, R. (2000) Realizing the university in an age of supercomplexity. Buckingham: SRHE/Open University PressGoogle Scholar
  11. Barnett, R. & Griffin, A. (Eds) (1997) The end of knowledge in higher education. London: CassellGoogle Scholar
  12. Biggs, J. (1999) Teaching for quality learning at university: what the student does. Buckingham: Open University PressGoogle Scholar
  13. Brown, J., Collins, A. & Duguid, P. (1989) Situated cognition and the culture of learning. Educational Researcher, 18, 32–42Google Scholar
  14. Chipman, S. & Meyrowitz, A. (Eds) (1993) Foundations of knowledge acquisition: cognitive models of complex learning. Boston MA: KluwerGoogle Scholar
  15. Collins, A. & Ferguson, W. (1993) Epistemic forms and epistemic games. Educational Psychologist, 28 (1), 25–42CrossRefGoogle Scholar
  16. Cunningham, D. (1992a) Assessing constructions and constructing assessments: a dialog. In Duffy, T. & Jonassen, D. (Eds) Constructivism and the technology of instruction (pp.35–44). Hillsdale New Jersey: Lawrence Erlbaum AssociatesGoogle Scholar
  17. Cunningham, D. (1992b) In defense of extremism. In Duffy, T. & Jonassen, D. (Eds) Constructivism and the technology of instruction (pp. 157–160). Hillsdale New Jersey: Lawrence Erlbaum AssociatesGoogle Scholar
  18. Dillenbourg, P. (1999) Introduction: what do you mean by “collaborative learning”? In Dillenbourg, P. (Ed) Collaborative learning: cognitive and computational approaches. Amsterdam: Pergamon.Google Scholar
  19. Dillenbourg, P., Baker, M., Blaye, A. & O’Malley, C. (1996) The evolution of research on collaborative learning In Reiman, P. & Spada, S. Learning in humans and machines: towards an interdisciplinary learning science Oxford: Elsevier ScienceGoogle Scholar
  20. Entwistle, N. & Entwistle, A. (1997) Revision and the experience of understanding. In Marton, F., Hounsell, D. & Entwistle, N. (Eds) The experience of learning (2nd ed., pp. 145–55). Edinburgh: Scottish Academic PressGoogle Scholar
  21. Ford, P., Goodyear, P., Heseltine, R., Lewis, R., Darby, J., Graves, J., Sartorius, P., Harwood, D. & King, T. (1996) Managing change in higher education: a learning environment architecture. Buckingham: Open University PressGoogle Scholar
  22. Goodyear, P. (1995) Situated action and distributed knowledge: a JITOL perspective on electronic performance support systems. Educational and Training Technology International, 32 (1), 45–55CrossRefGoogle Scholar
  23. Goodyear, P. (1997) Instructional design environments: methods and tools for the design of complex instructional systems. In Dijkstra, S. et al (Eds) Instructional design: international perspectives. Mahwah NJ: Lawrence Erlbaum AssociatesGoogle Scholar
  24. Goodyear, P. (1999) New technology in higher education: understanding the innovation process. In Eurelings, A., Gastkemper, F., Komers, P., Lewis, R., van Meel, R. & Melief, B. (Eds) Integrating Information and Communication Technology in Higher Education (pp. 107–136) Deventer: KluwerGoogle Scholar
  25. Goodyear, P. (2000) Seeing learning as work: implications for understanding and improving analysis and design. Journal of Courseware Engineering, 2, 3–11Google Scholar
  26. Goodyear, P. and NLinHE Project Team (2000) Effective networked learning in higher education, Lancaster: CSALTGoogle Scholar
  27. Goodyear, P. & Steeples, C. (1993) Computer-mediated communication in the professional development of workers in the advanced learning technologies industry. In Eccleston, J., Barta, B. & Hambusch, R. (Eds) The computer-mediated education of information technology professionals and advanced end-users (pp239–247) Amsterdam: ElsevierGoogle Scholar
  28. Greeno, J. (1997) On claims that answer the wrong question. Educational Researcher, 26 (1), 5–17Google Scholar
  29. Hara, N. & Kling, R. (1999) Students’ frustrations with a web-based distance education course. First Monday, 4 (12)Google Scholar
  30. Hara, N., Bonk, C.J. & Angeli, C. (2000) Content analysis of online discussion in an applied educational psychology course. Instructional Science, 28 (2), 115–152CrossRefGoogle Scholar
  31. Hardy, G., Hodgson, V., McConnell, D. & Reynolds, M. (1991) Computer Mediated Communication for Management Training and Development: A research report Lancaster: CSML, Lancaster UniversityGoogle Scholar
  32. Harvey, L. & Knight, P. (1996) Transforming higher education. Buckingham: Open University PressGoogle Scholar
  33. Harvey, L. & Mason, S. (1996) A quality graduate. In Tait, J. & Knight, P. (Eds) The management of independent learning (pp13–28). London: Kogan PageGoogle Scholar
  34. Henri, F. (1991) Computer conferencing and content analysis. In Kaye, A. (Ed) Collaborative learning through computer conferencing: the Najaden papers (pp115–136). Berlin: Springer VerlagGoogle Scholar
  35. Howell-Richardson, C. & Mellar, H. (1996) A methodology for the analysis of patterns of participation within computer-mediated communication courses. Instructional Science, 24, 47–69CrossRefGoogle Scholar
  36. Jonassen, D., Davidson, M., Collins, M., Campbell, J. & Haag, B. (1995) Constructivism and computer-mediated communication in distance education. American Journal of Distance Education, 9 (2), 7–26CrossRefGoogle Scholar
  37. Klahr, D., Langley, P. & Neches, R. (Eds) (1987) Production system models of learning and development. Cambridge MA: MIT PressGoogle Scholar
  38. Kollock. P. (1997) Design principles for online communities. The Internet and Society: Harvard Conference Proceedings, Cambridge Mass: O’Reilly & AssociatesGoogle Scholar
  39. Kollock, P. & Smith, M. (1996) Managing the virtual commons: cooperation and conflict in computer communities. In Herring, S. (Ed) Computer mediated communication: linguistic, social, and cross cultural perspectives, Amsterdam: John Benjamins, pp 109–128Google Scholar
  40. Laurillard, D. (1987) The different forms of learning in psychology and education. In Richardson, J., Eysenck, M. & Warren Piper, D. (Eds.) Student Learning: Research in education and cognitive psychology. Buckingham: Open University Press, pp 198–207Google Scholar
  41. Laurillard, D. (1993) Rethinking university teaching: a framework for the effective use of educational technology. London: RoutledgeGoogle Scholar
  42. Lave, J. (1988) Cognition in practice. Cambridge: Cambridge University PressCrossRefGoogle Scholar
  43. Lave, J. & Wenger, E. (1991) Situated learning: legitimate peripheral participation. Cambridge: Cambridge University PressCrossRefGoogle Scholar
  44. Marton, F. & Booth, S. (1997) Learning and awareness. Mahwah New Jersey: Lawrence Erlbaum AssociatesGoogle Scholar
  45. Marton, F., Hounsell, D. & Entwistle, N. (Eds) (1997) The experience of learning (2nd ed.). Edinburgh: Scottish Academic PressGoogle Scholar
  46. McConnell, D. (2000) Implementing computer supported cooperative learning. (2nd ed.) London: Kogan PageGoogle Scholar
  47. Mitchell, W.J. (1995) City of bits: space, place, and the infobahn. Cambridge Mass: MIT PressGoogle Scholar
  48. Morrison, D. & Collins, A. (1996) Epistemic fluency and constructivist learning environments. In Wilson, B. (Ed) Constructivist Learning Environments (pp107–119) Englewood Cliffs, NJ: Educational Technology Publications.Google Scholar
  49. National Committee of Inquiry into Higher Education (1997) Higher education in the learning society, London: HMSO (the Dearing Report)Google Scholar
  50. Ohlsson, S. (1995) Learning to do and learning to understand: a lesson and a challenge for cognitive modelling. In Reimann, P. & Spada, H. (Eds) Learning in humans and machines: towards an interdisciplinary learning science (pp37–62). London: PergamonGoogle Scholar
  51. Paulsen, M. (1995) The online report on pedagogical techniques for computer-mediated communication. Available:
  52. Perkins, D. & Blythe, T. (1994) Putting understanding up front. Educational Leadership, 51, (5) 4–7Google Scholar
  53. Pirolli, P. (1991) Computer-aided instructional design systems. In Burns, H., Parlett, J. & Redfield, C. (Eds) Intelligent tutoring systems: evolution in design (pp105–125). Hillsdale New Jersey: Lawrence Erlbaum AssociatesGoogle Scholar
  54. Salmon, G. (2000) Esmoderating: the key to teaching and learning online. London: Kogan PageGoogle Scholar
  55. Scardamalia, M. & Bereiter, C. (1994) Computer support for knowledge building communities. Journal of the Learning Sciences, 3 (3), 265–283CrossRefGoogle Scholar
  56. Schoenfeld, A. (1999) Looking toward the 21st century: challenges of educational theory and practice. Educational Researcher, 28 (7), 4–14Google Scholar
  57. Sgouropoulou, C., Koutoumanos, T., Goodyear, P. & Skordalakis, E. (2000) Acquiring working knowledge through asynchronous multimedia conferencing. Educational Technology and Society, 3 (3)Google Scholar
  58. Shuell, T. (1992) Designing instructional computing systems for meaningful learning. In Jones, M. & Winne, P. (Eds) Adaptive Learning Environments. New York: Springer VerlagGoogle Scholar
  59. Simons, P., van der Linden, J. & Duffy, T., (Eds) (2000) New Learning, Dordrecht: Wolters/KluwerGoogle Scholar
  60. Smith, M. & Kollock, P. (Eds) (1999) Communities in cyberspace. London: RoutledgeGoogle Scholar
  61. Steeples, C. & Goodyear, P. (1999) Enabling professional learning in distributed communities of practice: descriptors for multimedia objects. Journal of Network and Computer Applications, 22, 133–145CrossRefGoogle Scholar
  62. Suchman, L. (1987) Plans and situated action. Cambridge: Cambridge University PressGoogle Scholar
  63. Vermunt, J. (1998) The regulation of constructive learning processes. British Journal of Educational Psychology, 68 (2), 149CrossRefGoogle Scholar
  64. Verrnunt, J. & Rijswijk, F. (1988) Analysis and development of students’ skill in self-regulated learning. Higher Education, 17, 647–682CrossRefGoogle Scholar
  65. Wenger, E. (1998) Communities of practice. Cambridge: Cambridge University PressGoogle Scholar

Copyright information

© Springer-Verlag London 2002

Authors and Affiliations

  • Peter Goodyear

There are no affiliations available

Personalised recommendations