Networked Learning and Three Promises of Phenomenology

Osler, Lucy 2024. Networked Learning and Three Promises of Phenomenology. Johnston, Michael, Healey-Benson, Felicity, Adams, Catherine and Bonderup Dohn, Nina, eds. Phenomenology in Action for Researching Networked Learning Experiences, Research in Networked Learning, London: Springer, Cham, pp. 23-43. (10.1007/978-3-031-62780-4_2)

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Abstract

In this chapter, I consider three ‘promises’ of bringing phenomenology into dialogue with networked learning. First, a ‘conceptual promise’, which draws attention to conceptual resources in phenomenology that can inspire and inform how we understand, conceive of, and uncover experiences of participants in networked learning activities and environments. Second, a ‘methodological promise’, which outlines a variety of ways that phenomenological methodologies and concepts can be put to use in empirical research in networked learning. And third, a ‘critical promise’, which suggests how work done in the realm of critical phenomenology is complementary to and useful for exploring the social justice and emancipatory aims of networked learning researchers. Through this framework, I reflect upon multiple ways in which phenomenology has and might continue to fruitfully inform and shape networked learning research. In doing so, I emphasise that deploying phenomenology in the context of networked learning not only enriches our understanding of networked learning but that phenomenology itself is enriched through testing, finetuning, and expanding its methods, concepts, and understanding, as well as unveiling its own limitations and constraints.

Item Type:	Book Section
Date Type:	Publication
Status:	Published
Schools:	English, Communication and Philosophy
Subjects:	B Philosophy. Psychology. Religion > B Philosophy (General) L Education > L Education (General)
Publisher:	Springer, Cham
ISBN:	9783031627798
Last Modified:	21 Aug 2024 13:37
URI:	https://orca.cardiff.ac.uk/id/eprint/165755

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