Network problems

January 28, 2000

Trisha Greenhalgh is quite right to point out that enthusiasm for teaching on the worldwide web is running ahead of any systematic knowledge of how students feel about it or whether they are learning much from their experiences ("The truth behind a plush exterior", THES, January 21).

For good or ill, enthusiasm has run ahead of evidence throughout the 40-year history of computer-assisted learning. What teachers in higher education count as useful evidence is unclear. There is no consensus about appropriate ways of capturing and sharing pedagogical knowledge, whether it is derived from experience or based on systematic study.

This makes it difficult, but not impossible, to build bridges between research, practice and policy-making. Readers interested in this process might like to join the networked-learning discussion list on Mailbase ( or visit the website of our Joint Information Systems Committee-funded project on "Students' experiences of networked learning in higher education" (

Peter Goodyear Professor of educational research Lancaster University

Please login or register to read this article.

Register to continue

Get a month's unlimited access to THE content online. Just register and complete your career summary.

Registration is free and only takes a moment. Once registered you can read a total of 3 articles each month, plus:

  • Sign up for the editor's highlights
  • Receive World University Rankings news first
  • Get job alerts, shortlist jobs and save job searches
  • Participate in reader discussions and post comments

Have your say

Log in or register to post comments


Featured jobs

Lecturer in Psychology

University Of Lincoln

Professor in Business Economics

University Of Nottingham Ningbo China

Postdoctoral Research Fellow in Combustion Dynamics

Norwegian University Of Science & Technology - Ntnu

Professor in Finance

Durham University