Networked pedagogy: Exploring asymmetries in the structuring of distributed learning networks

The conclusions drawn from network science regarding the asymmetric structuring of real-world networks offer important theoretical orientation in addressing the shifting pedagogical topography of distributed learning networks. Problematizing the development of learning theory and pedagogy surrounding networked learning in this regard, this analysis develops an empirical case study of the actors and processes contributing to the structuring of a distributed learning network. Despite finding a highly-connected core of facilitators and participants, course facilitators maintain the greatest influence within the learning network. Further analyses detail the relationships between this core group of actors and asymmetries of media production, interactivity, and network expansion. These findings inform theoretically-directed discussion of networked pedagogy.