Scholarly Networks as Learning Communities

Emmanuel F. Koku · Barry Wellman

47 citations0/0 files storedCambridge University Press eBooks

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Innovative Education and Learning Practices Online and Blended Learning Educational Technology in Learning

Abstract

WIRING SCHOLARLY NETWORKS Rapid developments in computer-mediated communication are associated with a paradigm shift in the ways in which institutions and people are connected. This is a shift from being bound up in small groups to surfing life through diffuse, variegated social networks. Although the transformation began in the pre–Internet 1960s, the proliferation of the Internet both reflects and facilitates the shift. Much social organization no longer fits a group-centric model of society. Work, community, and domesticity have moved from hierarchically arranged, densely knit, bounded groups to social networks. In networked societies, boundaries are more permeable, interactions are with diverse others, linkages switch between multiple networks, and hierarchies are flatter and more recursive. People maneuver through multiple communities, no longer bounded by locality. They form complex networks of alliances and exchanges, often in transient virtual or networked organizations (Bar & Simard, 2001). Workers – especially professionals, technical workers, and managers – report to multiple peers and superiors. Work relations spill over their nominal work group's boundaries and may even connect them to outside organizations. In virtual and networked organizations, management by network has people reporting to shifting sets of supervisors, peers, and even nominal subordinates (Wellman, 2001). How people learn is becoming part of this paradigm shift. There has been some movement away from traditional classroom-based, location-specific instruction to online, virtual classrooms. There has also been some movement away from teacher-centered models of learning to student-centered models and flatter hierarchical relations. Physically dispersed learning is part of this shift.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 47 citations exist upstream.

References

1973The Strength of Weak Ties 2019Diffusion of Innovations 1 1999Communities of practice learning, meaning, and identity 1998Communities of Practice 1992Structural Holes 1983The Strength of Weak Ties: A Network Theory Revisited 2001Social Capital 2001Social capital a theory of social structure and action

Cited by

2005Collaboration Paradox 2013The influence of user interaction and participation in social media on the consumption intention of niche products 2008Analyzing Online Teacher Networks 2021Grassroots Professional Development: How Teachers Use Twitter 2007Communities Versus Networks 2017“I don’t think that word means what you think it means”: A proposed framework for defining learning communities 2014Advice Giving and Receiving Within a Research Network

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.