Abstract
Both networked learning and inquiry-based learning are signalled as pedagogical approaches which support and encourage the development of knowledge, skills and competences expected of a higher education learning experience. A combined networked learning and inquiry-based learning approach was envisaged as expedient to encourage postgraduate students to engage for learning on and with digital technologies simultaneously inspire wider life and work practice development. Past the course experience an interpretative study was taken up to obtain a description of this ‘networked practice inquiry’ approach from the students’ viewpoint. This chapter shares a description constituted from the disclosures of two participating students. In its capacity as a preliminary exploration, this research exposes students as enthused by networked practice inquiry methods for learning permitting them to deepen connections between study, work and life. Concurrently it exposes concerns deriving from the visibility networked learning educational openness conveys.
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Cutajar, M. (2021). Networked Practice Inquiry: A Small Window on the Students’ Viewpoint. In: Dohn, N.B., Hansen, J.J., Hansen, S.B., Ryberg, T., de Laat, M. (eds) Conceptualizing and Innovating Education and Work with Networked Learning. Research in Networked Learning. Springer, Cham. https://doi.org/10.1007/978-3-030-85241-2_8
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