Abstract:

This paper is an endeavor to sketch a conceptual bridge between knowledge processes and semiotic components in networked learning. Knowledge processes are approached from the humanities perspective that focuses on process as an on-going activity rather than process as a set of structured, pre-determined procedures. Semiotic elements are viewed as factors synthesizing social meanings in social actions. Networked learning, defined as learning relying on and determined by digitally-mediated connections, is scrutinized in the context of social media environments. Presented study is based on theoretical research and empirical evidence. The theoretical research focuses on identifying sense-making activities leading to the engagement in what a community of learners needs to accomplish to create knowledge practice in digital environments. Empirical research focuses on analysing students’ perceptions of networked learning and linking the analysed data to the outcome of the theoretical analysis. The participants in this study were students in an online course in Educational use of social media, Nord University, Norway. The method applied was thematic content analysis supported by computer assisted qualitative data analysis software Nvivo 11. The objective of the study serves the goal of defining social determinants of life-long and life-wide learning.

Keywords:

Knowledge processes, Semiotic learning framework, Networked learning, Qualitative analysis.