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Vol. 2 No. 3 (2022): Autoethnography in online doctoral education

Becoming a networked learner: Unpacking identity development in networked learning communities

DOI:
https://doi.org/10.21428/8c225f6e.7bfafd3c
Submitted
9 August 2026
Published
15-08-2026

Abstract

The aim of this autoethnography is to explore my identity development across three learning communities, underpinned by networked learning to varying degrees, to understand the impacting factors and their results. Networked learning has been described as the teaching and learning paradigm of the twenty-first century, requiring the adoption of networked learning ontology and epistemology. In this paper, I argue that it is therefore imperative to prepare teachers, educated in earlier and possibly contrasting paradigms, for the identity work this shift requires. The literature presents insight from the perspectives of researchers and teachers in higher education. There is, however, a dearth of insight from primary school teachers who also participate in this paradigm. This paper contributes the insights of a primary school teacher navigating and enculturating within the networked learning paradigm, part of which is networked learning identity development. From a Bourdieusian perspective, the findings suggest that networked learning values and identity can be developed and supported to escape the habitus of older educational paradigms. This can be achieved through the proactive facilitation of critical reflexivity in combination with eight essential networked learning features. This study is of relevance to teacher educators, school leaders, local education authorities and educational practitioners interested in the adoption of networked learning. Recommendations are provided for teachers, teacher trainers and teacher developers who may wish to adopt the paradigm of networked learning.

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