Expert consensus synthesis reveals an updated definition of networked learning across global education sectors, highlighting commitments to social justice and relational technology use.
In the 1990s, networked learning (NL) emerged as a critical response to dominant discourses of the day. NL went against the grain in two main ways. First, it embarked on developing nuanced understandings of relationships between humans and technologies; understandings which reach beyond instrumentalism and various forms of determinism. Second, NL embraced the emancipatory agenda of the critical pedagogy movement and has, in various ways, politically committed to social justice With 40 contributors coming from six continents and working across many fields of education, the paper reflects the breadth and depth of current understandings of NL.
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Gourlay et al. (2021) studied this question.
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