Along with the development of Internet technology and integrated with the theory of instruction and culture of the organization, the conception of “Network Learning(NL)” has gone through “e-Learning/Education” to “Networked e-Learning/e-Education”, then to “Networked Learning.” However, one aspect, the conception of NL, cannot escape the language system of traditional epistemology and the dualism of science and culture. Another aspect, the development of the network society requires the NL to expand its meaning. This article aims to reconstruct the conception of “NL”. Based on the literature review of existed studies on NL, at the perspective of Actor-Network Theory, an etymology study is carried out. The result shows that the new conception of “NL”, includes three meanings of technological, social and philosophical levels. Firstly, the “NL” at the technological level refers to the general learning activities by means of Internet technology. Secondly, the “NL” at the social level refers to the learning environment or context which aims to improve the interaction, communication and cooperation among learners. Ultimately, “NL” at the philosophical level refers to the basic form of the existence of learning life which is the heterogeneous network constructed around the knowledge. It is expected to become the new mode of education in the near future with the integration of learning as ontology, epistemology and methodology.
A Critique and Reconstruction of the Conception of “Networked Learning”, Education Journal.
Vol. 7, No. 5,
2018, pp. 136-145.
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