Network Learning is centered in the connections evolved in learning processes, although there are many definitions for this term. Earlier definitions establish that network learning is a ‘learning in which information and communications technology (ICT) is used to promote connections: between one learner and other learners, between learners and tutors, between a learning community and its resources’ (Goodyear et al, 2004). However, other authors define it emphasizing the connections between people, investigating how people develop, maintain and learn from a ‘web’ of social relations, evolving both relation between others and relation to the learning resources, which does not necessarily evolve ICT (Dohn et al, 2018).

Regarding digital tools, there are many experiences of network learning which represent some benefits. Common examples of Network learning are open shared documents, discussion forums, MOOC`s, wikis, and educational evaluation based on collaborative processes. The benefits of this are the simplification of the cooperation between peers, the stimulation of experimentation, reflection and the generation of individual and collective knowledge in a virtual environment.

Ubiquitous learning takes part of the network learning conceptions mentioned here. Technology has permitted a wide range of possibilities, creating virtual learning environments which are space and time independent. But, are them really independent? No learning goals will be achieved if we do not have a look at the social context, specially when technology is used in formal education. Does everyone has access to the technological tools proposed? Are homes better physical environments to learn than classrooms? Do we take in count the context of the learner to evaluate his or her process? These questions are relevant, especially in the “Third Wolrd” territories where there are big social contrasts that generate differential learning possibilities, and sometimes “the network” becomes exclusive.

There are some common concerns to take in count when designing a network learning process, which are: how to get students to participate; how to ensure relevance of the networked learning activities for the students; how to facilitate that the ‘space’ of the virtual learning environment becomes a ‘place’ for the students; and how one as teacher or virtual learning environment facilitator supports the emergence of ‘activity systems” or ‘communities of practices’ revolving around the networked learning activities (Hodgson et al., 2014).

(I am not an English native speaker, so I apologize if you find grammatical errors)

References

Dohn, N. B., Sime, J.-A., Cranmer, S., Ryberg, T., & De Laat, M. (2018). Reflections and challenges in Networked Learning. In N. B. Dohn, S. Cranmer, J.-A. Sime, T. Ryberg, & M. De Laat (Eds.), Networked Learning: reflections and challenges (pp. 187–212). Cham: Springer. https://doi.org/10.1007/978-3-319-01940-6_2.

Goodyear, P., Banks, S., Hodgson, V., & McConnell, D. (Eds.). (2004). Advances in research on Networked Learning. Dordrecht: Kluwer Academic.

Hodgson, V., De Laat, M., McConnell, D., & Ryberg, T. (Eds.). (2014). The design, experience and practice of networked learning. Springer International Publishing.