Networked learning: design considerations for online instructors

The considerable increase in web-based knowledge networks in the past two decades is strongly influencing learning environments. Learning entails information retrieval, use, communication, and production, and is strongly enriched by socially mediated discussions, debates, and collaborative activities. It is becoming critical for educators to better understand and become skilled at utilizing online networks and their affordances to improve the quality of learning experiences for their students. Along the same lines, networked learning could be seen as an effort to respond to the advances in electronic networks by putting the focus on the students and paying close attention to their educational needs, learning preferences, and social interactions. The aim of this paper is to review and synthesize empirical research on networked learning for online higher education courses and offer suggestions for future studies based on the gaps found in the literature. Implications of networked learning for instructional design are also discussed.     

Utilisation of formative peer-assessment in distance online education: a case study of a multi-model sport management unit

Higher education system has been globally evolving over time with the development of courses that offer distance online models of delivery to meet the changing needs of students in an era of technology-driven transformation. However, one of the biggest challenges of distance online education has been higher attrition rates mostly due to difficulties in engaging the students in the learning process adequately. In this regard, peer-assessment has been recommended in the literature as an interactive method to optimise student engagement and learning in collaborative environments. This study demonstrates how formative peer-assessment was utilised in an online multi-model sport management unit to enhance engaged learning outcomes.