Abstract
In this chapter, I examine the kinds of theories of learning that might be applicable in a network society and explore how theories of learning are changing. A society based on digital networks has clearly changed the kinds of labour that are required in the economy, and this shift in the demand for labour has an influence on the kinds of learning that are required. A starting point for this chapter is the term learning and the way digital and networked technologies intertwine with social forms in contemporary universities, corporate training and continuing professional development. Digital and networked technologies play a part in forming and reforming work, social life and higher education. It is this complex and dynamic mix of work, social life and the higher education system that we need to understand alongside the different theories of education and learning.
Networked learning has a clear view that theory and theoretically informed research are central to the successful use of technologies in education and learning, but I argue that the need for theory is not answered by proposing a new theory of learning or limiting networked learning to one approach or theory of learning. Networked learning while not having any one particular learning theory is not neutral in relation to theories of learning and it tends towards what might be broadly described as social theories of learning.
The introduction of digital and network technologies can have an influence on who teaches, how teaching is configured and the balance between the different elements in the teaching process. Two significant issues are identified in this chapter concerning the teaching function. Firstly, whether there is a fundamental requirement for ‘teaching’ when dealing with adult learners and to what degree teaching interventions are required. Secondly, what kinds of choices are enabled by the introduction of digital and networked technologies in terms of the disaggregation of the teaching function?
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Andrews, R., & Haythornthwaite, C. (Eds.). (2007). Sage handbook of e-learning research. London: Sage.
Archer, M. (1995). Realist social theory: The morphogenetic approach. Cambridge, England: Cambridge University Press.
Asensio, M., Whatley, J., & Jones, C. (2001). Taking over someone else’s design: Implications for the tutor’s role in networked learning. The Association for Learning Technology Journal, 9(3), 65–74.
Bakhtin, M. M. (1981). The dialogic imagination: Four essays (C. Emerson, & M. Holquist, Trans.). Austin, TX: University Of Texas Press.
Bakhtin, M. (1986). In C. Emerson, & M. Holquist (Eds.), Speech genres and other late essays (V. W. McGee, Trans.). Austin, TX: University of Texas Press.
Beetham, H. (2013). Designing for active learning in technology-rich contexts. In H. Beetham & R. Sharpe (Eds.), Rethinking pedagogy for a digital age: Designing for 21st century learning (2nd ed., pp. 31–48). London: Routledge.
Beetham, H., & Sharpe, R. (Eds.). (2013). Rethinking pedagogy for a digital age: Designing for 21st century learning (2nd ed.). London: Routledge.
Bell, F. (2011). Connectivism: Its place in theory-informed research and innovation in technology-enabled learning. International Review of Research in Open and Distance Learning, 12(3), 98–118.
Bennett, S., & Oliver, M. (2011). Talking back to theory: The missed opportunities in learning technology research. Research in Learning Technology, 19(3), 179–189.
Biggs, J. B. (1987). Student approaches to learning and studying. Melbourne, VIC: Australian Council for Educational Research.
Biggs, J. B. (1999). What the student does: Teaching for quality learning at university. Buckingham, England: Open University Press.
Boud, D., & Middleton, H. (2003). Learning from others at work: Communities of practice and informal learning. Journal of Workplace Learning, 15(5), 194–202.
Bourdieu, P. (1988). Homo academicus. Cambridge, England: Polity Press.
Bourdieu, P. (1990). The logic of practice (R. Nice, Trans.). Cambridge, England: Polity Press.
Bruner, J. (1985). Models of the learner. Educational Researcher, 14(6), 5–8.
Bruner, J. (1986). Actual minds, possible Worlds. Cambridge, MA: Harvard University Press.
Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press.
Clarà, M., & Barberà, B. (2013a). Learning online: Massive open online courses (MOOCs), connectivism, and cultural psychology. Distance Education, 34(1), 129–136.
Clarà, M., & Barberà, B. (2013b). Three problems with the connectivist conception of learning. Journal of Computer Assisted Learning, 30(3), 197–206. doi:10.1111/jcal.12040.
Cole, M., & Wertsch, J. V. (1996). Beyond the individual-social antinomy in discussions of Piaget and Vygotsky. Human Development, 39, 250–256.
Conole, G. (2013). Designing for learning in an open world. New York: Springer.
Crook, C. (1994). Computers and the collaborative experience of learning. London: Routledge.
Daniel, J. (2012). Making sense of MOOCs: Musings in a maze of myth, paradox and possibility. Journal of Interactive Media in Education. Retrieved from http://jime.open.ac.uk/2012/18
Daniels, H. (2010). Vygotsky and psychology. In U. Goswami (Ed.), The Wiley-Blackwell handbook of childhood cognitive development (2nd ed.). Oxford, England: Wiley-Blackwell.
Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. In J. A. Boydston (Ed.), Middle works 9. Carbondale, IL: Southern Illinois University Press (Original work published 1980).
Dewey, J. (1986a). How we think: A restatement of the relation of reflective thinking to the educative process. In J. A. Boydston (Ed.), Later works 8 (pp. 105–352). Carbondale, IL: Southern Illinois University Press (Original work published 1933).
Dewey, J. (1986b). Logic: The theory of inquiry. In J. A. Boydston (Ed.), Later works 12. Carbondale, IL: Southern Illinois University Press (Original work published 1938).
Dillenbourg, P. (Ed.). (1999). Collaborative learning: Cognitive and computational approaches. London: Pergamon.
Dirckinck-Holmfeld, L., Jones, C., & Lindström, B. (Eds.). (2009). Analysing networked learning practices in higher education and continuing professional development. Rotterdam, The Netherlands: Sense Publishers, BV.
Dohn, N. (2009). Web 2.0: Inherent tensions and evident challenges for education. International Journal of Computer-Supported Collaborative Learning, 4(3), 343–363.
Dohn, N. (2014). Implications for networked learning of the ‘practice’ side of social practice theories—A tacit-knowledge perspective. In V. E. Hodgson, M. De Laat, D. McConnell, & T. Ryberg (Eds.), The design, experience and practice of networked learning (pp. 29–49). Heidelberg, Germany: Springer.
Downes, S. (2006). Learning networks and connective knowledge. Instructional Technology Forum: Paper 92. Retrieved from http://it.coe.uga.edu/itforum/paper92/paper92.html
Downes, S. (2013). On the three or four problems of connectivism. Retrieved from http://halfanhour.blogspot.ca/2013/10/on-three-or-four-problems-of.html
Elkjaer, B. (2009). Pragmatism: A learning theory for the future. In K. Illeris (Ed.), Contemporary theories of learning: Learning theorists… in their own words (pp. 74–89). London: Routledge.
Ellis, R., & Goodyear, P. (2010). Students experiences of e-learning in higher education: The ecology of sustainable innovation. New York: Routledge.
Engeström, Y. (1987). Learning by expanding: An activity theoretical approach to developmental research. Helsinki, Finland: Orienta-Konsultit Oy. Retrieved from http://lchc.ucsd.edu/mca/Paper/Engestrom/expanding/toc.htm
Engeström, Y. (1999). Activity theory and individual and social transformation. In Y. Engeström, R. Miettinen, & R.-L. Punamäki (Eds.), Perspectives on activity theory. Cambridge, England: Cambridge University Press.
Engeström, Y. (2005). Developmental work research: Expanding activity theory in practice. Berlin, Germany: Lehmanns Media.
Engeström, Y. (2007). From communities of practice to mycorrhizae. In J. Hughes, N. Jewson, & L. Unwin (Eds.), Communities of practice: Critical perspectives (pp. 41–54). Abingdon, England: Routledge.
Engeström, Y. (2009). Expansive learning: Toward an activity-theoretical reconceptualization. In K. Illeris (Ed.), Contemporary theories of learning: Learning theorists… in their own words (pp. 59–73). London: Routledge.
Entwistle, N. J., & Ramsden, P. (1983). Understanding student learning. London: Croom Helm.
Fenwick, T. (2012). Matterings of knowing and doing: Sociomaterial approaches to understanding practice. In P. Hager, A. Lee, & A. Reich (Eds.), Practice, learning and change: Practice-theory perspectives on professional learning (pp. 67–83). Dordrecht, The Netherlands: Springer.
Fenwick, T., & Edwards, R. (2010). Actor network theory in education. London: Routledge.
Fenwick, T., Edwards, R., & Sawchuk, P. (2011). Emerging approaches to educational research: Tracing the sociomaterial. London: Routledge.
Ferguson, R. (2012). Learning analytics: Drivers, developments and challenges. International Journal of Technology Enhanced Learning, 4(5/6), 304–317.
Friesen, N. (2004). Three objections to learning objects and e-learning standards. In R. McGreal (Ed.), Online education using learning objects (pp. 59–70). London: Routledge Falmer.
Gagné, R. M. (1965). The conditions of learning (1st ed.). New York: Holt, Rinehart and Winston.
Gagné, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design (4th ed.). New York: Holt, Rinehart and Winston.
Garrison, D. R., & Anderson, T. (2003). E-learning in the 21st century: A framework for research and practice. London: Routledge Falmer.
Goggins, S. P., Jahnke, I., & Wulf, V. (2013). Computer-supported collaborative learning at the workplace: CSCL@Work. New York: Springer.
Goodyear, P. (2001). Effective networked learning in higher education: Notes and guidelines (Deliverable 9). Bristol, England: Joint Information Systems Committee (JISC). Retrieved from http://csalt.lancs.ac.uk/jisc/docs/Guidelines_final.doc
Goodyear, P. (2002). Psychological foundations for networked learning. In C. Steeples & C. Jones (Eds.), Networked learning: Perspectives and issues (pp. 49–75). London: Springer.
Goodyear, P. (2005). Educational design and networked learning: Patterns, pattern languages and design practices. Australian Journal of Educational Technology, 21, 82–101.
Goodyear, P., & Carvalho, L. (2013). The analysis of complex learning environments. In H. Beetham & R. Sharpe (Eds.), Rethinking pedagogy for a digital age: Designing for 21st century learning (2nd ed., pp. 49–63). London: Routledge.
Goodyear, P., & Carvalho, L. (2014). Introduction: Networked learning and learning networks. In L. Carvalho & P. Goodyear (Eds.), The architecture of productive learning networks (pp. 3–22). London: Routledge.
Goodyear, P., Jones, C., & Thompson, K. (2014). Computer-supported collaborative learning: Instructional approaches, group processes and educational designs. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (4th ed., pp. 439–451). New York: Springer.
Greeno, J. G., Collins, A. M., & Resnick, L. (1996). Cognition and learning. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology. New York: Simon & Schuster Macmillan.
Haggis, T. (2003). Constructing images of ourselves? A critical investigation into ‘approaches to learning’ research in higher education. British Educational Research Journal, 29(1), 89–104.
Haggis, T. (2009). What have we been thinking of? A critical overview of 40 years of student learning research in higher education. Studies in Higher Education, 34(4), 377–390.
Hannon, J. (2013). Incommensurate practices: Sociomaterial entanglements of learning technology implementation. Journal of Computer Assisted Learning, 29(2), 168–178.
Hannon, J. (2014). Making the right connections: Implementing the objects of practice into a network for learning. In V. E. Hodgson, M. De Laat, D. McConnell, & T. Ryberg (Eds.), The design, experience and practice of networked learning (pp. 67–85). Heidelberg, Germany: Springer.
Hansson, T. (2002). Leadership by activity theory and professional development by social construction. Systemic Practice and Action Research, 15(5), 411–436.
Harasim, L. (2012). Learning theory and online technologies. New York: Routledge.
Hativa, N., & Goodyear, P. (Eds.). (2002). Teacher thinking, beliefs and knowledge in higher education. Dordrecht, The Netherlands: Kluwer.
Haythornthwaite, C., & Andrews, R. (2011). E-learning theory and practice. London: Sage.
Haythornthwaite, C., & De Laat, M. (2011). Social network informed design for learning with educational technology. In A. D. Olofsson & J. O. Lindberg (Eds.), Informed design of educational technologies in higher education: Enhanced learning and teaching (pp. 352–374). Hershey, PA: IGI Global.
Hodgson, V. E., & Watland, P. A. (2004). Researching networked management learning. Management Learning, 35(2), 99–116.
Hodgson, V. E., De Laat, M., McConnell, D., & Ryberg, T. (Eds.). (2014). The design, experience and practice of networked learning. Heidleberg, Germany: Springer.
Ilich, I. (1970). Deschooling society. New York: Harper and Row. Retrieved from http://www.preservenet.com/theory/Illich/Deschooling/intro.html
Illeris, K. (2009). Contemporary theories of learning: Learning theorists… in their own words. London: Routledge.
Jahnke, I. (2009). The process of digital formalisation in sociotechnical learning communities—Needed or overloaded? In C. O’Malley, D. Suthers, P. Reimann, & A. Dimitracopoulou (Eds.), Proceedings of the 9th International Conference on Computer Supported Collaborative Learning: CSCL2009: CSCL practices (Vol. 1, pp. 287–291). Rhodes, Greece: University of the Aegean.
Jandrić, P., & Boras, D. (Eds.). (2015). Critical learning in digital networks. New York: Springer.
Johnson, D., & Johnson, R. (1999). Learning together and alone: Cooperative, competitive and individualistic learning (5th ed.). Boston: Allyn & Bacon.
Johnson, D., & Johnson, R. (2008). Cooperation and the use of technology. In J. M. Spector, M. D. Merrill, J. van Merrienboer, & M. Driscoll (Eds.), Handbook of research on educational communications and technology (3rd ed., pp. 1017–1044). New York: Taylor & Francis.
Jonassen, D. H. (1991). Objectivism vs constructivism: Do we need a new philosophical paradigm. Educational Technology Research and Development, 39(3), 5–14.
Jones, C. (2004). Networks and learning: Communities, practices and the metaphor of networks. The Association for Learning Technology Journal, 12(1), 82–93.
Jones, C. (2013). Designing for practice: A view from the social sciences. In H. Beetham & R. Sharpe (Eds.), Rethinking pedagogy for a digital age: Designing for 21st century learning (2nd ed., pp. 204–217). London: Routledge.
Jones, C., Cook, J., Jones, A., & De Laat, M. (2007). Collaboration. In G. Conole & M. Oliver (Eds.), Contemporary perspectives in e-learning research (pp. 174–189). London: Routledge Falmer.
Jones, C., & Dirckinck-Holmfeld, L. (2009). Analysing networked learning practices: An introduction. In L. Dirckinck-Holmfeld, C. Jones, & B. Lindström (Eds.), Analysing networked learning practices in higher education and continuing professional development (pp. 1–27). Rotterdam, The Netherlands: Sense Publishers, BV.
Jones, C., Dirckinck-Holmfeld, L., & Lindström, B. (2006). A relational, indirect, meso-level approach to CSCL design in the next decade. International Journal of Computer Supported Collaborative Learning, 1(1), 35–56.
Kafai, Y. B., & Peppler, K. A. (2011). Beyond small groups: New opportunities for research in computer-supported collective learning. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting computer-supported collaborative learning to policy and practice: CSCL2011 conference proceedings (Long papers, Vol. I, pp. 17–24). Hong Kong, China: The University of Hong Kong.
Kirschner, P. A., Martins, R. L., & Stribos, J. W. (2004). CSCL in higher education. In J.-W. Strijbos, P. Kirschner, & R. Martens (Eds.), What we know about CSCL: And implementing it in higher education. Boston: Kluwer.
Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? International Review of Research in Open and Distance Learning (IRRODL), 9(3). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/523/1103
Koper, R. (2005). An introduction to learning design. In R. Koper & C. Tattersall (Eds.), Learning design: A handbook on modeling and delivering networked education and training (pp. 3–20). Berlin, Germany: Springer.
Koper, R., & Tattersall, C. (Eds.). (2005). Learning design: A handbook on modeling and delivering networked education and training. Berlin, Germany: Springer.
Koschmann, T. (Ed.). (1996). CSCL: Theory and practice of an emerging paradigm. Mahwah, NJ: Lawrence Erlbaum Associates.
Koschmann, T. (1999). Toward a dialogic theory of learning: Bakhtin’s contribution to understanding learning in settings of collaboration. In C. Hoadley (Ed.), Proceedings of Computer Support for Collaborative Learning (pp. 308–313). Mahwah, NJ: Lawrence Erlbaum.
Koschmann, T. (2000). The physiological and the social in the psychologies of Dewey and Thorndike: The matter of habit. In B. Fishman & S. O’Connor-Divelbiss (Eds.), Fourth international conference of the learning sciences (pp. 314–319). Mahwah, NJ: Erlbaum.
Koschmann, T. (2001). Revisiting the paradigms of instructional technology. In G. Kennedy, M. Keppell, C. McNaught, & T. Petrovic (Eds.), Meeting at the crossroads. Proceedings of the 18th Annual Conference of the Australian Society for Computers in Learning in Tertiary Education (pp. 15–22). Melbourne, VIC: Biomedical Multimedia Unit, The University of Melbourne. Retrieved from http://www.ascilite.org.au/conferences/melbourne01/pdf/papers/koschmannt.pdf
Koschmann, T. (2002). Dewey’s contribution to the foundations of CSCL research. In CSCL’02 Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community (pp. 17–22), Boulder, CO.
Lankshear, C., Peters, M., & Knobel, M. (2000). Information, knowledge and learning. Journal of Philosophy of Education, 34, 17–40.
Laurillard, D. M. (1993). Rethinking University teaching: A framework for the effective use of educational technology. London: Routledge.
Lave, J. (1991). Situating learning in communities of practice. In L. Resnick, J. Levine, & S. Teasley (Eds.), Perspectives on socially shared cognition (pp. 63–82). Washington, DC: APA.
Lave, J. (2011). Apprenticeship in critical ethnographic practice. Chicago: University of Chicago Press.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, England: Cambridge University Press.
Lowyck, J. (2013). Bridging learning theories and technology-enhanced environments: A critical appraisal of its history. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (4th ed., pp. 3–20). New York: Springer.
Margolis, E. (Ed.). (2001). The hidden curriculum in higher education. London: Routledge.
Marton, F. (1981). Phenomenography—Describing conceptions of the World around us. Instructional Science, 10, 177–200.
Marton, F. (1994). Phenomenography. In T. Husen & T. N. Postlethwaite (Eds.), The international encyclopedia of education (2nd ed., pp. 4424–4429). Oxford, England: Pergamon.
Marton, F., & Booth, S. (1997). Learning and awareness. Mahwah, NJ: Lawrence Erlbaum Associates.
Marton, F., Dall’Alba, G., & Beaty, E. (1993). Conceptions of learning. International Journal of Educational Research, 19, 277–300.
Marton, F., Hounsell, D., & Entwistle, N. (1997). The experience of learning: Implications for teaching and studying in higher education. Edinburgh, Scotland: Scottish Academic Press.
Marton, F., & Säljö, R. (1976a). On qualitative differences in learning 1: Outcome and process. British Journal of Educational Psychology, 46, 4–11.
Marton, F., & Säljö, R. (1976b). On qualitative differences in learning 11: Outcome as a function of the learner’s conception of task. British Journal of Educational Psychology, 46, 115–127.
Mayes, T., & de Freitas, S. (2013). Technology-enhanced learning: The role of theory. In H. Beetham & R. Sharpe (Eds.), Rethinking pedagogy for a digital age: Designing for 21st century learning (2nd ed., pp. 17–30). London: Routledge.
McAndrew, P., & Weller, M. (2005). Applying learning design to supported open learning. In R. Koper & C. Tattersall (Eds.), Learning design: A handbook on modelling and delivering networked education and training (pp. 281–290). Berlin, Germany: Springer.
McCluskey, F., & Winter, M. (2012). The idea of the digital University: Ancient traditions, disruptive technologies and the battle for the soul of higher education. Washington, DC: Policy Studies Organisation/Westphalia Press.
McConnell, D. (1994). Implementing computer supported cooperative learning. London: Kogan Page.
McConnell, D., Hodgson, V., & Dirckinck-Holmfeld, L. (2012). Networked learning: A brief history and new trends. In L. Dirckinck-Holmfeld, V. Hodgson, & D. McConnell (Eds.), Exploring the theory, pedagogy and practice of networked learning (pp. 3–24). New York: Springer.
Miettinen, R. (2000). The concept of experiential learning and John Dewey’s theory of reflective thought and action. International Journal of Lifelong Education, 19(1), 54–72.
Mitra, S. (2000). Minimally invasive education for mass computer literacy. Paper presented at the CRIDALA 2000 conference, Hong Kong, China, June 21–25, 2000. Retrieved from http://www.hole-in-the-wall.com/docs/Paper01.pdf
Nespor, J. (2011). Devices and educational change. Educational Philosophy and Theory, 43(Suppl. 1), 15–37.
Oliver, M., & Trigwell, K. (2005). Can ‘blended learning’ be redeemed? E-learning, 2(1), 17–26.
Orlikowski, W. J. (2000). Using technology and constituting structures: A practice lens for studying technology in organizations. Organization Science, 11(4), 404–428.
Pegler, C. (2011). Reuse and repurposing of online digital learning resources within UK higher education: 2003–2010. PhD Thesis, The Open University. Retrieved from http://oro.open.ac.uk/32317/
Pegler, C. (2013). The influence of open resources on design practice. In H. Beetham & R. Sharpe (Eds.), Rethinking pedagogy for a digital age: Designing for 21st century learning (2nd ed., pp. 145–161). London: Routledge.
Prosser, M., & Trigwell, K. (1999). Understanding learning and teaching: The experience in higher education. Buckingham, England: Society for Research into Higher Education and Open University Press.
Ramsden, P. (2002). Learning to teach in higher education (2nd ed.). London: Routledge.
Richardson, J. T. E. (1999). The concepts and methods of phenomenographic research. Review of Educational Research, 69(1), 53–82.
Richardson, J. T. E. (2005). Students’ approaches to learning and teachers’ approaches to teaching in higher education. Educational Psychology, 25(6), 673–680.
Rockwell, T. (2003). Rorty, Putnam and the pragmatist view of epistemology and metaphysics. Education and Culture, 14(1), 8–16.
Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.) (2013). To see the world and a grain of sand: Learning across levels of space, time, and scale: CSCL 2013 conference proceedings (Vol. 1—Full papers & symposia). International Society of the Learning Sciences.
Schatzki, T. R. (1996). Social practices: A wittgensteinian approach to human activity and the social. Cambridge, England: Cambridge University Press.
Schatzki, T., Knorr-Cetina, K., & von Savigny, E. (Eds.). (2001). The practice turn in contemporary theory. London: Routledge.
Selwyn, N., & Facer, K. (Eds.). (2013). The politics of education and technology: Conflicts, controversies, and connections. New York: PalgraveMcMillan.
Siemens, G. (2005). Connectivism a theory of learning for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1). Retrieved from http://www.itdl.org/Journal/Jan_05/article01.htm
Skinner, B. F. (1953). Science and human behavior. New York: Macmillan.
Skinner, B. F. (1954). The science of learning and the art of teaching. Harvard Educational Review, 24, 86–97.
Skinner, B. F. (1958). Teaching machines. Science, 128(3330), 969–977.
Slavin, R. (1990). Cooperative learning: Theory research and practice. Englewood Cliffs, NJ: Prentice Hall.
Spada, H., Stahl, G., Miyake, N., & Law, N. (Eds.). (2011). Connecting computer-supported collaborative learning to policy and practice: CSCL2011 Conference Proceedings (Vol. 1). Hong Kong, China: The University of Hong Kong.
Stahl, G. (2003). Meaning and interpretation in collaboration. In B. Wasson, S. Ludvigsen, & U. Hoppe (Eds.), Designing for change in networked learning environments: Proceedings of the international conference on computer support for collaborative learning (CSCL’03) (pp. 523–532). Bergen, Norway: Kluwer. Retrieved from http://GerryStahl.net/cscl/papers/ch20.pdf
Steeples, C., & Jones, C. (Eds.). (2002). Networked learning: Perspectives and issues. London: Springer.
Suchman, L. (2007). Human-machine reconfigurations: Plans and situated actions (2nd ed.). Cambridge, England: Cambridge University Press.
Suchman, L. (2011). Anthropological relocations and the limits of design. Annual Review of Anthropology, 40, 1–18.
Tchounikine, P. (2011). Computer science and educational software design: Resources for multidisciplinary work in technology enhanced learning. Heidelberg, Germany: Springer.
Thorndike, E. L. (1911). Animal intelligence. New York: Macmillan.
Vanderstraeten, R., & Biesta, G. (2006). How is education possible? Pragmatism, communication and the social organisation of education. British Journal of Educational Studies, 54(2), 160–174.
Von Glasersfeld, E. (1984). An Introduction to radical constructivism. In P. Watzlawick (Ed.), The invented reality. New York: Norton.
Von Glasersfeld, E. (1989). Constructivism in education. In T. Husen & T. N. Postlethwaite (Eds.), The international encyclopedia of education (Vol. 1, pp. 162–163). Oxford, England: Pergamon Press.
Wasson, B., Ludvigsen, S., & Hoppe, U. (Eds.). (2003). Designing for change in networked learning environments: Proceedings of the International Conference on Computer Supported Collaborative Learning 2003. Dordrecht, The Netherlands: Kluwer.
Watson, J. B. (1913). Psychology as the behaviourist views it. Psychological Review, 20, 158–177.
Wegerif, R. (2013). Dialogic: Education for the internet age. London: Routledge.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, England: Cambridge University Press.
Wenger, E., McDermott, R., & Snyder, W. (2002). Cultivating communities of practice: A guide to managing knowledge. Boston: Harvard Business School Press.
Wenger, E., Trayner, B., & De Laat, M. (2011). Promoting and assessing value creation in communities and networks: A conceptual framework. Heerlen, The Netherlands: Rapport 18, Ruud de Moor Centrum, Open University of the Netherlands. Retrieved from http://wenger-trayner.com/wp-content/uploads/2011/12/11-04-Wenger_Trayner_DeLaat_Value_creation.pdf
Wiley, D. (2006). Open source, openness, and higher education. Innovate Journal of Online Education, 3(1). Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.186.5388&rep=rep1&type=pdf
Willis, P. E. (1977). Learning to labour: How working class kids get working class jobs. Farnborough, England: Saxon House.
Wilson, B. G., & Myers, K. M. (2000). Situated cognition in theoretical and practical context. In D. H. Jonassen & S. M. Land (Eds.), Theoretical foundations of learning environments (pp. 57–88). Mahwah, NJ: Lawrence Erlbaum.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2015 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Jones, C. (2015). Theories of Learning in a Digital Age. In: Networked Learning. Research in Networked Learning. Springer, Cham. https://doi.org/10.1007/978-3-319-01934-5_3
Download citation
DOI: https://doi.org/10.1007/978-3-319-01934-5_3
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-01933-8
Online ISBN: 978-3-319-01934-5
eBook Packages: Humanities, Social Sciences and LawEducation (R0)