A study of social-learning networks of students studying an on-line programme

The paper reports the findings of a research project exploring the socio-learning environment of students studying an online programme. The findings point to the key areas of conflict between the developed online teaching and learning systems and the socio-learning environment of the learners. The main contention of the paper is that whilst current frameworks provide useful insights into the socio-learning environments of the learners, many important aspects have not been fully explored. The findings support and build on current studies which propose that the level of online interaction received by students is indicative of the success of the learning process. Furthermore, the differing levels of interaction help learners to consolidate their knowledge by communication with academic support groups, tutors, family and friends. The findings are reported using social network theory, specifically addressing four levels of relationships. The first level relationships consider the learning relationships between the academic tutors and the learners. The second level relationships explore the interaction between the learners and other parts of the institutions, such as learning centre staff and pastoral care counsellors. The third level relationships are between the different learners and the fourth level relationships are between learners and the outer community, such as friends and family members