Networked Learning a Relational Approach: Weak and Strong Ties

Autor/inn/en	Jones, C. R.; Ferreday, D.; Hodgson, V.
Titel	Networked Learning a Relational Approach: Weak and Strong Ties
Quelle	In: Journal of Computer Assisted Learning, 24 (2008) 2, S.90-102 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/j.1365-2729.2007.00271.x
Schlagwörter	Proximity; Computer Mediated Communication; Learning Theories; Learning Processes; Interpersonal Relationship; Discussion Groups; Educational Technology; Network Analysis; Content Analysis; Affective Behavior; Administrators; Leaders; Educational Environment; Interpersonal Communication + Suchen Sie Ihr Suchwort? Lebensnähe; Computerkonferenz; Learning theory; Lerntheorie; Learning process; Lernprozess; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Unterrichtsmedien; Netzplantechnik; Inhaltsanalyse; Affective disturbance; Active behaviour; Affektive Störung; Fachleiter; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interpersonale Kommunikation
Abstract	In this paper, we explore the idea of weak ties in networked learning. We go back to the original conception of the strength of weak ties and relate this to Bakhtin and a dialogic understanding of networked learning. These theoretical ideas are applied to the examination of two networked settings in which educational leaders exchange ideas and have the potential to create knowledge. We examine these networks from the point of view of the overall pattern of interaction and from an interest in the kinds of dialogues engaged in by participants in the network. We identify an area for further research in a comparison of the dimensions of links that appear to be weaker in these networks, those concerning affective aspects of the relationship, with those concerned with the sharing of knowledge which appear to be relatively well developed. We suggest that presence and proximity become forms of telepresence and tele-proximity and rely more heavily on interactional means to achieve identity formation. Finally we note that knowledge is negotiated and the marks of its personal and situated origin are essential parts of the exchange through dialogue. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10