Identifying an Appropriate, Pedagogical, Networked Architecture for Online Learning Communities

Abstract

This chapter addresses the problem of enhancing quality of online learning processes through pedagogic design. Based on our earlier research findings from analysis of two comparable online master courses offered in two masters’ programmes, respectively from Denmark and Ireland (Ó Murchú & Sorensen, 2004), we present what we assert to be a fruitful, student-centred, pedagogic model for design of networked learning. The design model is composed of what we have identified as unique characteristics of online learning architectures that, in principle, promote and allow for global intercultural processes of meaningful learning through collaborative knowledge building in online communities of practice. Inspired by principles of best practice and Wengerian design criteria for networked learning (Wenger, 1998), the chapter intends to access, discuss, and provide evidence associated with the quality issues of the presented model, and its specific learning architectures.