Accepted Manuscript

Networked learning with professionals boosts students' self-efficacy for social

networking for professional development

Abram D. Anders

PII: S0360-1315(18)30213-6
DOI: 10.1016/j.compedu.2018.08.009
Reference: CAE 3426

To appear in: Computers & Education

Received Date: 8 March 2018

Revised Date: 1 August 2018
Accepted Date: 10 August 2018

Please cite this article as: Anders A.D., Networked learning with professionals boosts students' self-
efficacy for social networking for professional development, Computers & Education (2018), doi:
10.1016/j.compedu.2018.08.009.

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Title
Networked learning with professionals boosts students’ self-efficacy for social networking for
professional development

Author names and affiliation

Abram D. Anders
University of Minnesota Duluth

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Labovitz School of Business and Economics
Marketing Department
1318 Kirby Drive

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Duluth MN 55812 USA
adanders@d.umn.edu

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Corresponding Author
Abram D. Anders
adanders@d.umn.edu

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Declarations of Interest
Declarations of Interest: none
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Funding Source
This study was generously supported by the University of Minnesota Office of Information
Technology Faculty Fellowship Program and by a Chancellor’s Cabinet Strategic Grant from the
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University of Minnesota Duluth. The Faculty Fellowship Program provided research

consultation and supported the Institutional Review Board process for this study.
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Acknowledgements
Thank you to my fellow participants in the UMN OIT Faculty Fellowship program who offered
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support and inspiration for this project. I would also like to thank the program leaders and staff
and especially my research consultant, Paul Baepler, for his valuable advice and insights.
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Title

Networked learning with professionals boosts students’ self-efficacy for social networking and
professional development

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Abstract

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Previous research has recognized that networked learning—including the use of social media,
blogs, and learning communities—offers unique affordances for supporting the development of

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self-efficacy. However, additional research is needed to examine applications of networked
learning that integrate professional contexts into academic learning experiences. The present

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study reports on an intervention in which networked learning was used to promote student self-
efficacy for social networking and professional development. The learning design integrates
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three techniques: a focus on developing personal learning networks, a blog-based learning
community, and mastery experiences for networking with professionals. The hypothesis was that
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networked learning among peers in the learning community would help support the gradual
development of skills and confidence for social networking, while networking to learn with
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professionals would amplify the impact of mastery experiences on student self-efficacy. A study
of 72 undergraduate business students found that the intervention led to significant gains in self-
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efficacy for social networking and professional development activities. Students also reported a
greater likelihood of engaging in these activities in the following year. Finally, students
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perceived the learning experience as relevant for their lifelong learning and professional success.
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Keywords: networked learning, self-efficacy, social networking, personal learning networks,

blogging
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1. Introduction

“It’s not what you know, but who you know.” This adage has been a truism of
professional success for nearly a century, no doubt in part for its slyly deprecating account of the
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relative value of educational and social capital (Popik, 2009). During this time period, social
networking has only increased in importance for professional success (de Janasz & Forret, 2007;
Rajagopal & Brinke, 2012). However, the relationship between social networks and learning has
dramatically changed. After all, it has already been four decades since Castells first argued that
the adoption of modern information and communication technologies (ICTs) would lead to a

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new form of “network society” based on affordances for decentralized and interactive
communication (Castells, 2010). In our current era of knowledge work, every activity, every

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knowledge artifact, and every worker may be connected with every other (Spinuzzi, 2007).
Organizations have become flatter, less hierarchical, and individuals have increased autonomy

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and greater responsibility for highly-situated problem solving that leverages informal social
networks (Cross, Borgatti, & Parker, 2002; Nardi, Whittaker, & Schwarz, 2014). Hence, for

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contemporary professionals, the “creation, maintenance, and activation of personal social
networks” has become essential to getting work done (Nardi, Whittaker, & Schwarz, 2002, p.
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206). Recent studies have shown that structural position in networks confers advantages for
professional success precisely because it enhances opportunities for learning: “... the advantage
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does not result from access to diverse information; rather, it is a by-product of processing diverse
information” (Burt, Kilduff, & Tasselli, 2013, p. 536). In the era of networked society, we might
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update the old adage this way: Who you know—the social and technical networks that you are
connected to and the communication flows you can make sense of—are the horizon of what you
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can know. Or more simply: It’s not just who you know, it’s what they can help you learn.
However, leveraging social networks for lifelong learning and professional development
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poses unique demands—it offers individuals both the opportunity and the challenge of exercising
increased autonomy and greater responsibility for their own learning. Recent studies of online
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and networked learning have argued that because learning in these contexts requires greater
capacities for self-direction and self-regulation, exploring ways to promote students’ self-
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efficacy is a central and pressing challenge for educational research (Joo, Lim, & Kim, 2013;
Kim, Glassman, Bartholomew, & Hur, 2013; Shea & Bidjerano, 2010). In particular, Kim et al.
(2013) called for additional research exploring targeted applications and controlled interventions
to promote student self-efficacy for online and networked learning activities “from the simple
(direct communication) to the complex (creating productive communities through many-to-many
communication platforms)” (p. 340). The present study responds to this call and contributes to
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the research literature in two primary ways. First, it explores a targeted application of networked
learning aimed at integrating professional contexts into academic learning experiences. Second,
it models a controlled intervention to enhance self-efficacy for social networking skills. Though
these skills are essential to lifelong learning and professional success in network societies, no
previous studies have explored this challenge. More pointedly, it addresses a significant gap in

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the literature: whereas previous studies of online and networked learning have focused almost
exclusively on self-efficacy for technical skills, this study examines the equally important factors

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of communication and social skills.
This article presents a case study in which networked learning strategies were used to

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promote student self-efficacy for social networking and professional development in an
undergraduate business communication course. Through networked learning activities, students

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discovered and shared resources, published portfolios of communication work, and developed a
foundational online presence. More significantly, these activities were designed to facilitate
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social networking experiences and interactions with real-world professionals including alumni
and potential employers. Student progress was supported through a custom-designed course site
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and blog-based learning community as depicted in Figure. Results from pre- and post-course
surveys showed that networked learning and networking to learn led to significant gains in
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student self-efficacy for social networking activities. Students also had increased behavioral
intentions for engaging in these activities in the year following the course. Results from
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structured interviews with a small focus group showed that students perceived the course and
learning activities as contributing to their capacities for lifelong learning and professional
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success. Taken together, these results suggest that applications of networked learning that
integrate professional audiences and contexts may be ideally suited to supporting the
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development of self-efficacy for applied skills such as professional communication. More

broadly, it offers one model for integrating authentic learning challenges and real-world contexts
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into traditional course contexts.

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Figure 1. BCOM Commons (http://abramanders.com/bcommons/): a course site and blog-based

learning community designed to support networked learning.
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2. Literature Review
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2.1 Networked learning and personal learning networks

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Networked learning has been defined as “learning in which information and

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communications technology (ICT) is used to promote connections: between one learner and
other learners; between learners and tutors; between a learning community and its learning
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resources” (Goodyear, Jones, Asensio, Hodgson, & Steeples, 2005, p. 473). In emphasizing the
decentralized and interactive communication enabled by ICTs, this theory shifts attention from
individual technologies to the social learning processes they can support. Previous studies of
networked learning have explored diverse applications including: academic courses and learning
communities (De Laat & Lally, 2004; De Laat, Lally, Lipponen, & Simons, 2007; Hodgson &
Watland, 2004; Tsai, Lin, & Yuan, 2002; Zenios, Goodyear, & Jones, 2004); open online courses
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and open online communities (Anders, 2015; Kop, 2012; Saadatmand & Kumpulainen, 2014);
and, professional development and lifelong learning (Koper & Tattersall, 2004; Macdonald &
Campbell, 2010; Milligan & Littlejohn, 2014).
Though enhancing engagement, knowledge sharing, and mutual support within courses
and communities has been a primary focus of previous research, there also a growing recognition

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that networked learning offers unique opportunities for engaging social networks that extend
beyond the individuals directly engaged in a particular course or community. For example, ICTs

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have been used to support globally networked learning environments (GNLEs) in which students
work together across courses located in different parts of the world (Craig, Poe, & Gonzalez

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Rojas, 2010; Starke-Meyerring, 2010). Networked learning can also enable learning that
integrates the unique professional experiences and social networks of the individual learner,

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supporting learning “situated in practice, where people rely strongly on their social contacts for
assistance and development” (Bieke & Maarten, 2012, p. 60). In this direction, scholars and
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practitioners have used the term “personal learning networks” (PLNs) to frame networked
learning from the perspective of the individual. In particular, this concept has been linked by
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multiple scholars to the idea that leveraging ICTs to develop social connections can enhance an
individual’s social capital and capacities for lifelong learning (Casquero, Ovelar, Romo, Benito,
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& Alberdi, 2016; Couros, 2010; Trust, Krutka, & Carpenter, 2016).
In the academic context, it has been argued that a focus on PLNs can help students take
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ownership of learning and create a learning habitus they can carry forward beyond the individual
course, program, or degree: “Whether termed PLEs [personal learning environments] or PLNs
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[personal learning networks], these approaches ‘represent a shift away from the model in which
students consume information through independent channels such as the library, a textbook, or
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an LMS, moving instead to a model where students draw connections from a growing matrix of
resources that they select and organize’” (Mott, 2010). There are two primary values to this
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approach. First, it prepares students to take a self-directed and proactive approach to using social
networks for professional development and lifelong learning which is increasingly crucial to
professional success (Campbell, 2009; Dabbagh & Kitsantas, 2012; Rahimi, van den Berg, &
Veen, 2015). Second, the development of PLNs, especially insofar as they integrate professional
contacts and learning resources, can offer accessible and scalable ways for students to engage in
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situated learning experiences and to develop self-efficacy that translates across academic and
professional boundaries (Bay, 2010; Campbell, 2016).

2.2 Networked learning and self-efficacy

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Self-efficacy has been formally defined as “beliefs in one’s capabilities to organize and
execute the courses of action required to produce given attainments” (Bandura, 1977, p. 3).

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Numerous studies have demonstrated that self-efficacy has a significant impact on both academic
achievement (Van Dinther, Dochy, & Segers, 2011; Zimmerman, Bandura, & Martinez-Pons,

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1992) and work-related performance (Betz, 2007; Hodgkinson & Healey, 2008; Stajkovic &
Luthans, 1998). In particular, self-efficacy is linked to capacities for self-direction, motivation,

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and perseverance. Research has found that students with greater self-efficacy choose more
challenging tasks, participate with greater engagement and effort, and demonstrate greater
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resilience in overcoming difficulties (Bandura, 1997; Bandura & Schunk, 1981; Schunk, 2003).
Furthermore, self-efficacy has been found to reduce stress and anxiety that can distract from
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learning and inhibit performance.

The development of self-efficacy is argued to be promoted by four primary sources:
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mastery experiences, vicarious learning, social persuasion, and physiological and affective states
(Bandura, 1997). Mastery experiences are described as authentic successes with specific
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situations and tasks. These experiences are argued to be the most important and influential
source of self-efficacy insofar as they represent concrete evidence of an individual’s capability.
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For mastery experiences to be persuasive and meaningful, it is necessary that they entail
overcoming challenges and exercising capabilities. Vicarious learning experiences involve
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interactions or observations of others, especially others with similar ability levels who are
engaged in similar tasks. In addition to the benefits for learning, interaction and observation can
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strengthen self-efficacy by demonstrating a similar person’s success with the activity. Social
persuasion refers to the role that persuasive communication and evaluative feedback from others
plays in convincing the individual of their own capabilities. The impact of social persuasion is
heightened by the perceived knowledgeability and credibility of the source (Bong & Skaalvik,
2003). Finally, physiological and affective states refers to the impact of physical symptoms and
positive or negative feelings on self-efficacy. Positive or negative reactions and interpretations of
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tension as anxiety, stress, or excitement are particular relevant to performance and self-efficacy.
Across these sources of self-efficacy, the theory emphasizes that successes promote self-efficacy,
while failures detract. Additionally, the exercise of agency and self-direction, particularly in
overcoming difficulties and obstacles, amplifies the effect of successes (Bandura, 1997).
A recent meta-study of self-efficacy research in higher education found strong support for

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the argument that “self-efficacy is vital to academic performance and that self-efficacy of
students can be affected positively” (Van Dinther, Dochy, & Segers, 2011, p. 105). In particular,

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this study found that interventions focusing on mastery experiences had the greatest impact on
self-efficacy. It also identified several factors that are key to learning design that supports the

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development of self-efficacy. First, the development of self-efficacy depends the application of
knowledge and skills in authentic learning tasks that model the diversity and situated challenges

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encountered in real-world contexts. Second, the learning process must be supported with
adequate structure to help students manage the complexity of the task and develop supporting
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skills. This argument is corroborated by studies in online and networked learning which have
noted that the kinds of complex skills required for these environments require significant
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instructional scaffolding (Kim et al., 2013). At the same time, scholars have also argued that
networked learning environments can offer unique opportunities for promoting self-efficacy.
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Most saliently, networked learning technologies offer affordances for increased learner
interaction and enhanced learning visibility, as summarized in Table 1. Previous studies have
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found that networked learning environments provide a context of self-presentation in which self-
efficacy is promoted as students recognize themselves as successfully emulating role models and
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the observed learning of peers (Argyris & Xu, 2016). Thus, networked learning can enable
mastery experiences that build directly on vicarious learning from peers and professional role
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models. Along these lines, studies have found that community blogs allowed students to
vicariously learn from and model their behavior on the work of peers (Kim et al., 2013).
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Furthermore, the benefits of vicarious learning and social persuasion can be integrated through
social learning activities that involve interaction and collaboration among peers. Multiple studies
have found that self-efficacy is correlated with giving and receiving detailed peer feedback
insofar as it supports accurate self-assessment, offers social support for continued improvement,
and leads to more creative work (Tsai et al., 2002; Wang & Wu, 2008). Additionally, the
integration of professional problems and interlocutors into learning experiences has been argued
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to strengthen motivation and add credibility that may amplify the impact of learning experiences
on self-efficacy (Dachner & Polin, 2015; Dunlap, 2005).

Table 1.
Affordances of Networked Learning for Self-Efficacy

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Peer-based Learning Social Networking and
Communities Professional Development

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Mastery Experiences Self-presentation supports Professional audiences offer
recognition of one’s own authentic challenges and
progress and mastery provide external validation

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Vicarious Learning Emulation of peer role models Professional role models and
and learning artifacts enhances resources offer situated
learning and performance expertise and perspectives on

Social Persuasion
Affective States
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real world contexts
Peer feedback enables Professional feedback offers
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accurate self-assessment and enhanced credibility and
supports improvement unique insights
Social interaction with peers Professional audiences
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promotes engagement and amplify engagement and

motivation motivation
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Research has also shown that networked learning can promote positive physiological and
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affective states which support the development of self-efficacy. Social presence in online and
hybrid courses has been found to positively impact self-efficacy by promoting “positive affect,
interaction, and cohesion” (Shea et al., 2010, p. 1722). Similarly, blogging has been shown to
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promote student motivation, engagement, and satisfaction primarily due to the stimulus of
increased social interaction with peers (Papastergiou, Gerodimos, & Antoniou, 2011). Another
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study focusing on social networking found that the enjoyment and entertainment students
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experienced was correlated with increased knowledge sharing, engagement, and learning
performance (Eid & Al-Jabri, 2016). Multiple studies have linked social networking and social
learning to the development of feelings of engagement, rapport, acceptance, and enjoyment
(Clarke & Nelson, 2012; Kaufer, Gunawardena, Tan, & Cheek, 2011; Veletsianos & Kimmons,
2012; Zhang, Fang, Wei, & Chen, 2010). More broadly, research has also indicated that
effectively designed online learning that balances personalization and support can help students
enter states of “flow” characterized by positive affect and increased learning (Esteban-Millat,
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Martínez-López, Huertas-García, Meseguer, & Rodríguez-Ardura, 2014). Hence, the existing

literature demonstrates diverse ways that networked learning technologies can be leveraged to
support the development of student self-efficacy.

2.3 Social networking and communication apprehension

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It has been estimated that 60-90% of all professional jobs are obtained through

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networking (de Janasz & Forret, 2007; Lambert, Eby, & Reeves, 2006). However, social
networks are not just essential to discovering job employment opportunities, they are essential to

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long-term professional success: “The structure and content of an individual’s network provided
access to information, resources, and career sponsorship, which in turn were related to salary,

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promotions, and career satisfaction” (de Janasz & Forret, 2007, p. 631). Multiple studies have
shown that individuals with more diverse extended networks discover more professional
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opportunities and develop professional skills at faster rate (Forret & Dougherty, 2001; Friar &
Eddleston, 2007; Lambert et al., 2006). Furthermore, the value of social networks has only
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increased as social media and other computer-mediated communication (CMC) channels have
been adopted in the workplace (de Janasz & Godshalk, 2013; Rajagopal & Brinke, 2012).
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Informal learning through social networks has been correlated with the ability to exert greater
social influence (Kleinnijenhuis, van den Hooff, Utz, Vermeulen, & Huysman, 2010). Most
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significantly, a recent longitudinal study found that effective use of professional social
networking sites such as LinkedIn not only conferred immediate informational benefits, but that
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these benefits grew over time as an individual’s social connections strengthened and diversified
(Utz & Breuer, 2016).
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Yet, despite the critical importance of social networking skills for professional success,
many undergraduate students avoid networking due to a lack of skills and feelings of
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intimidation (de Janasz & Forret, 2007; de Janasz & Godshalk, 2013). In fact, research has
shown that apprehension is a significant barrier to developing professional communication skills
more broadly (Fall, Kelly, MacDonald, Primm, & Holmes, 2013; Nellermoe, Weirich, &
Reinstein, 1999; Russ, 2012). Communication apprehension is particularly problematic because
it can lead individuals to avoid learning experiences and to avoid engaging others to ask
questions and learn from their experiences (Russ, 2012). In fact, numerous studies have found a
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significant correlation between self-efficacy and the development of both written (Bruning,
Dempsey, Kauffman, McKim, & Zumbrunn, 2013; Mascle, 2013; Pajares, 2003) and oral
communication skills (Baccarani & Bonfanti, 2015; De Grez, Valcke, & Roozen, 2009; Gaffney,
2013). Thus, there is strong evidence to suggest that students need support to overcome
apprehension and to develop self-efficacy for social networking and communicating with

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professionals.

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3. Study Design: Networked Learning for Professional Communication

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3.1 Study site and course details

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Business Communication is an upper division required course for undergraduate business
majors addressing written, oral, and non-verbal business and professional communication skills.
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This course is a common requirement for undergraduate programs at accredited business schools.
A recent survey of instructors across the United States found the most frequently covered topics
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in this course include: business writing, business presentations, teamwork/team communication,

public speaking, and interpersonal communication (Moshiri & Cardon, 2014). This course also
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often covers issues in professionalism and job searching: nearly 80% of the instructors in the
same study reported teaching cover letters and/or resumes. Though both business communication
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textbooks and the pedagogical research literature addresses diverse topics in employment
communication, the literature review for the present study revealed that coverage of networking
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skills is limited. For this study, a traditional undergraduate Business Communication course was
redesigned to integrate networked learning principles and a social networking skills assignment
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sequence. The course was delivered using a hybrid or blended learning approach with a balance
of face-to-face class sessions and online learning activities.
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3.2 Design overview: developing personal learning networks

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Figure 2. A Model of Networked Learning for Self-Efficacy

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Based on a review and synthesis of the literature, a model of networked learning for
professional communication was developed in which academic content and learning activities
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would provide scaffolding and support for overcoming communication apprehension and
developing self-efficacy for networking to learn; and, social networking activities and
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professional contexts would make learning activities more authentic and amplify the impact of
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mastery experiences on the development of self-efficacy. This model is displayed in Figure 2.

Complementarily, the intervention would promote the development of both educational capital in
the form of specific knowledge and skills—as demonstrated in the form of learning artifacts and
polished communication work—and, social capital in the form of social media profiles—as
demonstrated in the social connections and professional resources accrued through the process of
networking to learn.
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Hence, the primary learning objective would be for students to develop a PLN and online
presence that includes: an integrated personal brand across traditional and social media; and, a
dynamic e-portfolio including learning artifacts, polished communication work, and a social
graph of networking profiles, contacts, and resources. This PLN-based approach to the e-
portfolio—what might be called e-portfolio 2.0—builds on existing research showing e-

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portfolios contribute to academic performance and lifelong learning by enhancing student
perceptions of self-direction and self-esteem (Bacabac, 2012; Dubinsky, 2003; Okoro,

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Washington, & Cardon, 2011) and by supporting the development of personal narratives and
professional identities (Brammer, 2011; Graves & Epstein, 2011). A focus on PLNs supplements

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past approaches by intentionally integrating the social capital a learner accrues through the
process of networking to learn. Specifically, social media profiles provide two kinds of evidence

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of learning that are unique to network societies: social graphs (Boyd & Ellison, 2007) and social
reputation economies (Kietzmann, Hermkens, McCarthy, & Silvestre, 2011; Pera, Viglia, &
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Furlan, 2016). Social media profiles provide evidence of capacities to learn by mapping a social
graph of an individual’s access to information through social contacts, groups, and information
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sources. These profiles promote trust and social reputation by promoting the quality and diversity
of the individual’s social contacts. In this way, networked learning supports the development of
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an e-portfolio that not only markets a student’s academic expertise, but also establishes a
professional brand and social reputation that aligns with their professional goals.
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3.3 Learning community and collaborative learning activities

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The emphasis on networked learning for professional development supported a rationale

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for adopting professional ICTs in lieu of traditional academic technologies such as a learning
management system (LMS). Course technologies were based on workplace trends in which ICTs
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and social collaboration technologies are used not only for external communication but also for
internal communication and collaboration as well. This model of using social media and social
networking internally has been described as enterprise social media (ESM) or “Enterprise 2.0”
(Chui et al., 2012; Huy, Quy; Shipilov, 2012; Williams, Hausmann, Hardy, & Schubert, 2013).
Research has shown that ESM technologies can enhance organizational innovation and
performance by increasing “communication visibility” which promotes knowledge sharing and
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collaboration (Anders, 2016b; Flyverbom, Leonardi, Stohl, & Stohl, 2016; Leonardi, 2014).
Course technologies were explicitly modeled and introduced to students based on this
correspondence with Enterprise 2.0 as shown in Table 2. The primary platform was a custom-
designed course site and blog-based learning community developed using the creative commons
licensed “Commons in a Box” (http://commonsinabox.org/) software.

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The use of ICTs for research and external sharing of completed work (blogs and social
media) and for internal collaboration (Google Docs and Communities) not only facilitated virtual

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connections with professional audiences, but also supported a professionalized approach to
knowledge sharing and collaboration among students in the course. Networked learning

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affordances for enhanced visibility and social interaction enabled a range of collaborative
learning activities as shown in Table 3. In correspondence with past studies of networked

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learning and learning communities, these activities included knowledge sharing and open social
interaction based on blogging assignments and social media discussions. Previous studies have
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found that blogging creates a stronger sense of course community and that writing for external
audiences and peers motivates student performance (Foster, 2015; Mcnely, Teston, Cox, &
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Olorunda, 2010). Furthermore, these activities parallel workplace uses of blogging to support
formal knowledge management initiatives and to enhance routine knowledge sharing and
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collaboration activities (Huh et al., 2007; Ojala, 2005).

To these established networked learning techniques, the present study added the use of
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small-group collaborative writing exercises in Google Docs. A recent meta-study of

collaborative learning technologies found that Google Docs was the single most frequently
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employed tool; it has been found to be valuable for enabling synchronized active learning
experiences that can increase “intrinsic motivation’ and make students “feel like autonomous
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contributors to the learning process” (Al-Samarraie & Saeed, 2018, p. 81). More specifically,
multiple studies have demonstrated that facilitated collaborative writing exercises, especially
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those that involve giving and receiving formative feedback, can support the development of
control and confidence for both specific writing strategies and the broader learning process
(Anders, 2016a; Bremner, Peirson-Smith, Jones, & Bhatia, 2014; Erkens, Jaspers, Prangsma, &
Kanselaar, 2005; Storch, 2005). In the learning design for this study, collaborative writing
activities offered crucial opportunities for knowledge sharing and idea generation, formative peer
feedback, and social support across the discrete developmental stages of major assignments—
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researching, planning, drafting, revising, and presenting or publishing. These activities were
designed to provide experiences with the types of face-to-face and ICT-supported small-group
and team collaboration increasingly common in the workplace.
Taken together the learning community and collaborative learning activities were
designed to positively impact self-efficacy factors by maximizing learning visibility and

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opportunities for social interaction. More broadly, this approach can be argued to create a
“network effect” for learning in which each added node in network increases its value by adding

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additional opportunities for connection and sharing (Saloner & Shepard, 1995). More
specifically, scholars have argued that “open, networked participation” in learning activities can

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create network effects for the “generation and sharing of knowledge between learners” (Stewart,
2013, p. 229). Furthermore, the use of workplace technologies was meant to strengthen learning

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transfer and continuity between academic and professional learning experiences.
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Table 2.
A Comparison of Technology Infrastructures
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Enterprise 2.0 Course Technologies

Public/External Official web site; Course site;
Working blogs Student blogs
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Private/Internal Office suite; Office Suite;

Email and scheduling; Google Apps for Education
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Project management; (email, calendar, docs,

Files and databases; community);
Social media and IM LinkedIn
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Table 3.
Examples of ICT-supported Collaborative Learning Activities
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Technology Activities and Exercises

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Course site and student Sharing and discussion of student blog posts
blogs Sharing and discussion of quick polls and reflection surveys
Google Docs Collaborative draft writing and peer feedback exercises
Collaborative revision and peer review workshops
Collaborative group project activities: meeting notes and files
Google Community Online discussion and idea generation
Peer feedback for formal presentations
LinkedIn Online discussion and social networking activities
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3.4 Mastery experiences and instructional scaffolding

As previously discussed, research has shown that self-efficacy interventions are most
effective when focused on specific activities and skills and when instruction is designed to

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support incremental and steady progress toward goals (Kim et al., 2013; Van Dinther et al.,
2011). Hence, progress toward the larger goal of developing a PLN was supported through a

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structured social networking assignment sequence as shown in Table 4. This sequence
culminated in two assignments which served as the primary mastery experiences for the course.

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The primary mastery experience for social networking skills was an informational
interview, or networking meeting with a professional contact in which the goal was “to learn

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from the contact’s experiences, discuss professional communication, and receive feedback on
your professional goals and materials.” Based on these interviews, students produced blog posts
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that profiled the contact, summarized the highlights of the conversation, and offered reflections
on the experience. Informational interviews have been argued to help students bridge the gap
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between their academic experiences and the demands of the workplace (Mulvaney, 2003; Rose,
2006). Furthermore, informational interviews allow students to practice communication skills
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with a professional audience and develop a professionally-situated sense of self-efficacy

(Decarie, 2010; Pope-Ruark, 2008). Thus, the informational interview, especially with the
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addition of the final blog post, offered an ideal mastery experience for social networking and
communicating with professionals.
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The second assignment was a self-directed capstone project addressing an advanced topic
in business and professional communication or professional development. This project was
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carried out with the support of collaborative peer group and culminated in a formal presentation
and multimedia blog post. The purpose of this assignment was for students to “establish a
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reputation as a self-directed learner who offers unique expertise and makes valuable
contributions to his or her working and learning communities.” This project acted as a
synecdoche and symbol of the overall PLN project and its emphasis on lifelong learning,
professional development, and social reputation. It was anticipated that both of these assignments
would challenge students and require significant instructional support.
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In addition to the collaborative learning activities previously discussed, instructional

support for student progress included iterative and scaffolded assignment sequences. As shown
in Table 4, the primary social networking assignment sequence enabled low-stakes preparation
and practice with peers as a preliminary step to engaging professional audiences. The sequence
also integrated several specific interventions cited by previous research including practicing

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networking skills, preparing a networking pitch, and developing an online presence and
professional brand (Clark, 2009; Gerard, 2011; Grant, 2008). Each activity was designed to build

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on and further develop previous skills and materials. In this way, students were supported in
strengthening their professional identities and confidence by iteratively developing networking

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and communication materials across different audiences and media modalities (Ding & Ding,
2013).

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Emphasizing the social and professional dimensions of learning also offered an
opportunity to reshape student perceptions of academic learning experiences. Traditional
AN
assignments such as cover letters and resumes, business messages, reports, and presentations as
were reframed as opportunities to connect and interact with professional communities. Similarly,
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in-class, peer-based learning activities were framed as opportunities to practice professional

interpersonal and collaboration skills such as giving and receiving constructive feedback.
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Finally, learning artifacts for major assignments and mastery experiences were no longer
directed solely to the instructor, but also to the audiences of peers and professionals in students’
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PLNs. The anticipated benefit of this social and professional framing is that it would help
students see learning activities as having immediate professional relevance and continuity with
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their long-term career goals.

This study proposes that this approach to networked learning—a design that integrates
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engagement with professional contexts and provides instructional support for the development of
social networking skills—will have the following impacts on student learning.
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H1: Self-efficacy for social networking activities will be increased.

H2: Behavioral intentions for engaging in social networking activities will be increased.
H3: Students will perceive a connection between academic learning experiences and their
lifelong learning and professional development.

Table 4.
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Social networking assignment sequence
Assignment Learning Community
Peer-to-peer learning
including in-class and
online collaborative
learning activities
Job search: research and Share and analyze
preparation discipline-specific
qualification keywords; and
self-inventory of attributes
and skills
Resumes and cover letters Draft and revise
employment materials
Job interviewing and Complete mock interview,
networking skills self-introduction, and
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networking exercises
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Social media networking Draft and revise LinkedIn
profiles with a professional
photo; complete social
media and social
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networking exercises
Business messages for Draft and revise meeting
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networking requests, confirmations, and
thank-you messages
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Informational interview Create interview script and
question list; complete
active listening and
interpersonal skills
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exercises
Capstone project Complete self-directed
learning projects;
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collaborate to create and
deliver formal slideshow
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presentations
4. Methods
4.1 Overview and participants
Professional Networking
Developing personal
learning networks by
engaging professional
audiences and resources
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Research job ads and
qualification needs to
explore a personalized
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career path; create blog post
sharing results
Request feedback on
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resume from a professional
Create blog post sharing
self-introduction and
example interview
responses
Join alumni and discipline
specific LinkedIn groups;
search for networking
contacts among alumni and
targeted employers
Request networking
interview with professional
contact(s)
Interview a professional
contact and publish blog
post summarizing advice
and reflections
Publish blog post to share
expertise including
presentation summary and
slideshow
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A quasi-experimental mixed-methods design was used to explore the impact of

networked learning experiences on students’ development of social networking skills. The
quantitative analysis focused on students’ perceptions of self-efficacy and behavioral intentions
for engaging in specific social networking activities. Qualitative data supported analysis of

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students’ experiences and attitudes, perspectives, and reflections on networked learning.
Participants were undergraduate business students enrolled in a required upper-division business

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communication course taught by the study author. The study included students in four sections
across three consecutive semesters. Participants provided informed consent and participated in

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this Institutional Review Board approved study on a voluntary basis.

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4.2 Survey instrument AN
To investigate changes in students’ self-efficacy and behavioral intentions, a survey
instrument was developed based on a list of 10 essential social networking activities. For each
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item, participants were asked to rate their agreement that “I am confident I can …” based on a
six-point Likert scale (strongly disagree < strongly agree). Participants were also asked to rate
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behavioral intentions, “In the next year, how likely are you to …”, on a six-point Likert scale
(very probably not < definitely). This survey instrument was administered as pretest during the
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first week of the course and again as a posttest in the final week of the course. The posttest
survey included several open-ended questions:
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• How has this course impacted your ability to present yourself professionally?
• How has this course impacted your confidence and motivation to engage in networking?
•
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Additional comments?
Paired results for the pretest and posttest data include 72 unique data sets. Both the self-efficacy
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(pretest α = .877; posttest α= .902) and behavioral intentions (pretest α = .924; posttest α= .903)
measures were found to be reliable.

4.3 Focus group interviews

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Focus group research was also conducted through individual structured interviews with
six students. These interviews addressed student perspectives on course assignments,
technologies, social learning, and networking activities. Participants were encouraged to discuss
their perceptions in an open-ended way and were not familiarized with the theoretical frame or
research questions of the study. The interviews were video recorded and transcribed for analysis.

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A video documentary based on these recordings was produced and published publicly as shown
in Figure 3. Participants provided their express permission for both the research and video

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documentary uses of the interviews. Publicly sharing the results of these interviews was aligned
with the networked learning principles of interactivity and learning visibility. Finally, these focus

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group interviews were supported and complemented by observations of in-class activities and
published student work for all students in the study.

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AN
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D
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C EP
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Figure 3. “Student Voices: Networked Learning for Professional Communication”

(https://youtu.be/KbdDpMSKzTc): a video documentary based on focus group interviews.

5. Results and discussion

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5.1 Differences in self-efficacy and behavioral intentions

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Results from survey instruments for self-efficacy and behavioral intentions are shown in
Table 5 and Table 6, respectively. Both tables report paired sample tests based on pretest and

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posttest scores. Statistically significant gains for paired differences were observed across all
criteria for both self-efficacy and behavioral intentions. For self-efficacy, the greatest gains were

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for “Prepare a targeted resume and cover letter for a job application (-1.32); “Request a
networking meeting or informational interview with a new professional contact (by email or
AN
phone)” (-1.44); and “Request an introduction: ask a current contact to introduce you to someone
in their network (by email, phone, or through a networking service like LinkedIn)” (-1.24).
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Qualitative responses to the posttest survey indicated that overcoming apprehension was likely a
factor in the particularly strong self-efficacy improvement for these activities. Students perceived
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resumes and cover letters as high stakes and vitally important communication artifacts for their
professional success. Similarly, students cited the informational interviews as a task that was
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intimidating prior to the course experience and much less so afterwards. These results support
the first hypothesis that self-efficacy for social networking activities would be increased.
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Paired differences for behavioral intentions indicated that students were more likely to
plan to engage in all social networking activities included in the survey. Gains were relatively
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consistent across criteria. Nonetheless, a number of points can made about these results. First, it
should be noted that pretest scores were already relatively high for “Preparing a targeted resume
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…” which means that gains were less pronounced for this criteria (-0.32). This suggests students
already expected to engage in this activity regardless of their levels of self-efficacy. Second,
modestly higher gains were observed for criteria related to the professional use of social media
and for contacting professionals including “Create and maintain online professional profile
(personal website, LinkedIn, or similar)” (-0.76); “Research and find potential networking
contacts in your profession and at targeted organizations” (-0.76); and, “Request an introduction
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…” (-0.81). In relation to these results, qualitative responses to the survey indicated that
enhanced awareness of the benefits of social media for professional networking was a
contributing factor. More directly, students cited learning how to use specific social media
features such as searching for contacts or joining groups as valuable for their future networking
activities. These results support the second hypothesis that behavioral intentions for engaging in

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social networking activities would be increased.

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Table 5.
Self-Efficacy - Paired Samples Test

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Paired Differences
“I am confident I can …” Pretest Posttest Mean t statistic
Research and identify 4.76 (0.74) 5.47 (0.56) -0.71 *** -7.73
relevant career opportunities

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Prepare a targeted resume 4.29 (1.09) 5.61 (0.52) -1.32 *** -9.85
and cover letter for a job
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application
Create and maintain an 4.25 (1.22) 5.29 (0.68) -1.04 *** -6.95
online professional profile
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(personal website, LinkedIn,

or similar)
Research and identify 4.67 (0.89) 5.56 (0.55) -0.89 *** -8.56
relevant career opportunities
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Introduce myself to 4.36 (0.98) 5.24 (0.7) -0.88 *** -8.09

recruiters at a job fair or
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professionals at a
networking event
Research and find potential 4.17 (1.01) 5.31 (0.64) -1.14 *** -9.98
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networking contacts in your

profession and at targeted
organizations
Request a networking 3.93 (1.19) 5.38 (0.68) -1.44 *** -9.68
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meeting or informational
interview with a new
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professional contact (by

email or phone)
Request an introduction: ask 4.11 (1.06) 5.35 (0.65) -1.24 *** -9.7
a current contact to
introduce you to someone in
their network (by email,
phone, or through a
networking service like
LinkedIn)
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Write a thank you message 4.79 (0.99) 5.69 (0.52) -0.90 *** -7.39
for a job interview,
informational interview, or
introduction
Discover and read useful 4.97 (0.75) 5.6 (0.57) -0.63 *** -6.67
information sources for your
profession including books,

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articles, blogs as well as
news, industry, and
company website

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Discover and follow 4.75 (0.9) 5.53 (0.65) -0.78 *** -6.45
influential professionals,
industry leaders, and

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organizations on social
media services like Twitter,
LinkedIn, or Facebook
Note: N = 72. Cell entries are means, standard deviations (in parentheses). *p < .05, **p

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< .01, ***p < .001.
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Table 6.
Behavioral Intentions - Paired Samples Test
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Paired Differences
“In the next year, I am likely
Pretest Posttest Mean t statistic
to …”
Research and identify 5.1 (0.87) 5.65 (0.65) -0.56 *** -5.52
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relevant career opportunities

Prepare a targeted resume 5.38 (0.85) 5.69 (0.72) -0.32 ** -2.96
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and cover letter for a job

application
Create and maintain an 4.76 (1.11) 5.53 (0.77) -0.76 *** -6.07
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online professional profile

(personal website, LinkedIn,
or similar)
Research and identify 5.15 (0.88) 5.64 (0.66) -0.49 *** -4.41
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relevant career opportunities

Introduce myself to 4.88 (1.16) 5.31 (0.91) -0.43 ** -2.97
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recruiters at a job fair or

professionals at a
networking event
Research and find potential 4.56 (1.09) 5.32 (0.77) -0.76 *** -5.86
networking contacts in your
profession and at targeted
organizations
Request a networking 4.31 (1.18) 4.92 (1) -0.61 *** -4.26
meeting or informational
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interview with a new

professional contact (by
email or phone)
Request an introduction: ask 4.24 (1.24) 5.04 (0.96) -0.81 *** -5.27
a current contact to
introduce you to someone in
their network (by email,

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phone, or through a
networking service like
LinkedIn)

RI
Write a thank you message 4.75 (1.23) 5.47 (0.73) -0.72 *** -4.91
for a job interview,
informational interview, or

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introduction
Discover and read useful 4.78 (0.95) 5.14 (0.88) -0.36 ** -3.21
information sources for your
profession including books,

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articles, blogs as well as
news, industry, and
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company website
Discover and follow 4.57 (1.05) 5.18 (0.83) -0.61 *** -4.48
influential professionals,
industry leaders, and
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organizations on social
media services like Twitter,
LinkedIn, or Facebook
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Note: N = 72. Cell entries are means, standard deviations (in parentheses). *p < .05, **p
< .01, ***p < .001.
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5.2 Student self-reflections on networked learning and social networking

The focus group interviews offered a more in depth perspective on student perceptions of
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the networked learning design and emphasis on social networking and professional
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communication skills. Several themes were readily apparent. First, supporting the third
hypothesis, students did perceive the course as uniquely relevant to their lifelong learning and
professional development:
“I feel like this was one of the first courses where it’s not just about a grade and how you
do on a test. This is about your life and your career and this is how you better yourself.”
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In particular, developing professional communication skills was perceived as offering greater

relevance and a more authentic challenge than even discipline-specific course work.
The thing I like is I can see how this will actually relate to my job … it’s not even just a
skill but like accounting I know how to do ledgers and everything else but I need the
communication side to work with my co-workers and get that job. It just, it’s really easy

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to see how it applies to my life.
This relevance was contrasted with traditional academic experiences that students perceived as

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limited by a focus on content-based learning and test-taking:
“This is definitely the most relevant business course I’ve taken … something I like about

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the class, too is it’s not test based it is constantly doing projects where you’re actually
applying what you’re saying to your project it’s not things you learn and memorize for a

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test and then really I mean in all honesty forget.”
The development of self-efficacy and applied skills led students to see themselves as having
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greater ownership of their learning and as having something to offer others:
“… because a lot of people forget stuff after the final it’s just erased from their brain and
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I feel like this is definitely a class where I’m going to use it all the time. I actually helped
one of my co-workers build a resume because of the resume we built. So it’s kind of cool
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to be able to even utilize what I’ve learned to help teach other people …”
In addition to emphasizing the applied nature of the course, students specifically cited the way
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that an emphasis on networked learning including enhanced interaction and learning visibility
contributed to their growth:
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“I mean, yeah, you’re not just one person going out and doing stuff. You’re one person
who is helping another person who then uses what you learned or they learned from you
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to help somebody else. So, it’s just constantly a growing thing and I feel like that’s
extremely important. And, on day one, I would have never thought that that’s what would
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have happened.”
Taken together, these overall themes support the primary rationale and design of the
intervention. Networked learning and ‘networking to learn’ helped students see themselves as
professionals and helped them take a more self-directed and professional approach to learning.
The following sections will address the relationship of the learning design to specific self-
efficacy factors. A summary of these factors is provided in Table 7.
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Table 7.
Student Perceptions on the Benefits of Networked Learning
Benefits and Impacts
Mastery Experiences Authentic challenges and real-world contexts …

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• Created a sense of continuity between academic experiences
and lifelong learning and professional development
• Helped students envision themselves as professionals with a

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valuable and growing set of skills and expertise
Instructional support and scaffolding …
• Helped students gradually build confidence and overcome

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apprehension for communicating with professionals
Vicarious Learning Emulating peer role models …
• Promoted aspiring to high standards and integrating diverse
ideas which led to higher quality work

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Collaborative learning activities …
• Facilitated focused and productive peer interactions
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• Enabled learning from diverse perspectives and examples
• Allowed students build on each other’s ideas to generate more
creative solutions to problems and offer better suggestions for
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improvement
Social Persuasion Giving and receiving feedback and social support …
• Promoted accountability to be prepared and make quality
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contributions
• Empowered students to become more self-directed learners
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and become leaders through helping others learn

Affective States Students described themselves as feeling …
• Excited and stimulated by social interaction with peers and
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collaborative learning activities

• Motivated and inspired by the mentorship and kindness
offered by their professional contacts
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5.2.1 Mastery experiences for social networking and professional communication

Students in the focus group described the social networking assignment sequence, and the
informational interview assignment in particular, as a particularly important and impactful
experience. Multiple students acknowledged feelings of apprehension for communicating with
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professional audiences initially. Yet, the value of the social networking assignment sequence and
its relevance for their professional development was a strong incentive:
“I was surprised we actually had to go out and meet people for our job interview which
I’ll be the first person to admit I was not on board with at first … but then I thought this
is actually really helpful I can go talk to someone who’s done exactly what I want to do

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and it turned out to be a great experience for me.”
It was clear that instructional support and structured preparation was crucial and helped students

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grow confidence for engaging in the activity:
“I think … the steps we took up leading to that how to properly write an email, how to

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write a thank you letter you know how to reach out to your contacts, I think that was
really good so you’re just not going into the whole situation you know completely

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blindfolded and having no idea where to start.”
Students recognized diverse benefits from the experience including real world perspective on
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course content:
“They just gave great advice and also about writing and how they use it every day.”
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It also offered benefits for their professional development and career goals:
“I got two important business connections. I learned the field steps that I should do to go
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from accounting to construction which is great.”

In particular, the informational interview led students to recognize the relevance of their
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academic experiences for pursuing specific career opportunities:

“Now, he might see me on his LinkedIn and see that I put something on there or that I
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took such and such a course now I might be qualified for something.”
More broadly, the experience helped students see themselves as professionals and to see
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themselves as offering something of value to their professional networks.

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5.2.1 Vicarious learning and social persuasion

A closer examination of student perceptions for social learning and peer-to-peer activities
show that student explicitly recognized the benefits of vicarious learning and social persuasion
from peers. One way this took place was through reviewing the work of peers as a model for
one’s own performance:
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“… if I’m stuck on something I can go read through someone else’s and see their take on
the assignment as well as so I can develop their ideas and bring in my own to better my
blog post. I feel like we build on each other …”
In fact, students described how social reputation began to influence their learning. If they
perceived another student as particularly credible or offering particularly relevant experience,

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they would seek out and read their blog posts.
Giving and receiving peer feedback was also cited by students as a valuable experience,

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especially in activity designs that employed networked learning strategies including learning
visibility and collaborative interactions:

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“I think the peer feedback is great. I did enjoy doing the commenting in the Google Docs
and being able to see what other people do. I think it almost improves yourself personally

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because you can see what other people do and build on what you’ve already done … I
feel like by bringing in multiple brains right you’re able to collaborate a lot better and
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kind of bring out the best in what that person was trying to say.”
Through these activities students also recognized the benefits of learning from the diverse
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perspectives in the course community.

“You get a lot of different, different aspects from people … I usually have my roommate
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or something proofread papers for me but we both have the same majors so we … both
get kind of the same view on it but when I write a paper for this class might have a
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marketing major read it they may have a different opinion about the same topic.”
This latter finding is particularly relevant given that fostering respect for diversity is fundamental
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to social networking for lifelong learning.

Finally, the trust that built up among students led them to view each other as significant
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sources of support and social persuasion for their learning:

“It really benefits everybody, I think, you know collaborating with each other whereas if
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you just kind of go to class every day and everybody does their own thing nobody’s
really being accountable for you and it doesn’t make you work as hard I believe.”
Students noted that positive peer pressure increased their motivation to engage in course
activities. Further, student support promoted self-direction and taking ownership and leadership
roles in learning activities:
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“We talked a little bit about leadership and kind of finding your way to implement your
ideas into projects … I’ve noticed in my different groups different people have stepped
up and I myself have stepped up I think it’s a nice way when we do so many projects, it
gives people a voice.”
Across these perspectives, it is significant to note that students perceptions of the benefits of

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learning activities were directly linked to increased interactivity and enhanced learning visibility
of the networked learning design.

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5.2.3 Physiological and affective states

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Students found that the experience of social learning and collaboration with peers added

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to their engagement and emotional investment in the learning process:
“It wasn’t just to get the project done it really was creative thinking and having to come
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up with things and a lot of times people about excited about it. It wasn’t just that end
result it was kind of the journey along the way too.”
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Through effective preparation for social networking with professionals, students managed
feelings of apprehension and intimidation. In reflecting on the experience, they often used
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enthusiastic terms to describe the positive, friendly, and helpful reception they received from
their contacts:
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“I reached out to her through LinkedIn … she was very happy to meet with me and our
conversation on the phone lasted actually 50 minutes and it was awesome …”
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Providing instructional support was also described as important for overcoming the potentially
frustrating aspects of collaborative learning and group work:
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“Group work is always a challenge, but I feel like the group meetings and taking notes
and that was really helpful because in other classes it’s just been here’s your group now
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here’s the due date so you actually found us ways to facilitate our group discussions.
Finally, a major theme across all students was that the ease-of-use of the course site and learning
community and the thorough instructions for technology-based assignments were extremely
important to their confidence and willingness to engage in online and network based learning
activities.
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6. Conclusions

The study results supported all three hypotheses: the networked learning intervention led
to increased student self-efficacy and increased behavioral intentions for engaging in social
networking and professional development activities, and students perceived the experience as

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relevant for their lifelong learning and professional development. In particular, it is clear that
mastery experiences for networking with professionals can play a vital role in helping students

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overcome apprehension for social networking and professional communication. More broadly,
the study demonstrates the unique potential of using networked learning technologies to promote

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self-efficacy for applied skills through the integration of professional contexts and social
networks. The networked learning design developed for this study—a balanced synthesis of

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instructional support, peer-based community and collaborative learning, and mastery experiences
involving professionals—demonstrates one effective model for such applications. Building on
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previous research, future interventions should seek to define targeted applications involving
professional contexts and structured support that includes both instructional scaffolding and
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peer-based learning.
These findings also corroborate previous research showing that the enhanced learning
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visibility and interaction offered by networked learning environments can promote self-efficacy
in a number of important ways. First, mastery experiences can be enhanced by self-presentations
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in which students recognized themselves as successfully implementing observed learning and

emulating peer role models. Second, vicarious learning and social persuasion are enabled
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through learning activities in which knowledge sharing and formative peer feedback help
students generate stronger ideas, recognize areas for improvement, and receive social support for
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continued development. Third, physiological and affective states can be positively impacted by
increased peer interaction leading to greater student engagement, motivation, and satisfaction.
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Additionally, the study makes new contributions to the literature by discovering self-efficacy
benefits that are unique to applications of networked learning involving the integration of
professional contexts. Mastery experiences can be amplified by self-presentations that engage
professional audiences by offering external validation and heightening students’ sense of
accomplishment. Additionally, the effects of vicarious learning and social persuasion are
enhanced by interactions with professionals who offer access to situated knowledge and can act
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as uniquely credible role models for continued work. Finally, networked learning with peers can
support accessible and structured experiences that allow students to gradually overcome
communication apprehension and prepare for successful mastery experiences with professionals.
Furthermore, these findings support four principles that may inform future design of
networked learning and self-efficacy interventions:

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• Networked learning affordances for enhanced learning visibility and social
interaction can be ideal for promoting self-efficacy.

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• Peer-based learning communities and collaborative learning activities can offer
accessible and attainable role models and opportunities for knowledge sharing as

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well as relatable and timely sources of formative feedback and social support.
• Social networking with professional contacts and resources can offer motivating

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and inspiring learning opportunities and create continuity between academic
learning and lifelong learning for professional development.
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• Developing self-efficacy for social networking skills—including overcoming
communication apprehension—is crucial for supporting the development of
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personal learning networks and essential for long-term professional success.

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6.1 Limitations and future work

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Beyond a limited sample size, the primary limitation of this study is that the intervention
may not readily generalize to other disciplines. A focus on social networking and PLNs readily
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complements the disciplinary content and applied skills of business and professional
communication courses. Generalizing this approach for other disciplines may require
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streamlining the amount of instructional time devoted to social networking and professional
communication skills. Yet, this suggests a promising avenue for future work. Given the
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significant impact of this intervention, could a streamlined version of this social networking
assignment sequence support the use of networked learning and PLNs for additional disciplines
and in different academic settings?
After all, an emphasis on social networking skills and the integration of networking
assignments could be beneficial for diverse curricula and disciplinary content, especially for area
with an applied skills focus. Exposure to real-world contexts can boost motivation and help
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students bridge the “expectation-reality gap” between their current skill sets and the reality of
professional demands (Barnett, 2012). Further, as this study has shown, learning activities that
engage professional contexts can help students recognize continuity and alignment between
academic and professional learning experiences. The most significant benefit integration of
social networking and discipline-based learning is that it may promote a virtuous circle in which

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students see themselves as both learning from and as offering something of value to the
professional contacts in their PLNs.

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More broadly, situated learning in which ICTs are used to enable the integration of
professional contexts, challenges, and interlocutors into academic learning experiences—may

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prove one of the most impactful applications of networked learning moving forward. Situated
learning argues for experiences in which participants move beyond the acquisition of domain

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knowledge to engage in deep learning through social apprenticeship and/or legitimate peripheral
participation (LPP) with professional communities or networks of practice (CoP; NoP) (Brown,
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Collins, & Duguid, 1989; Lave & Wenger, 1991; Wenger, 1998). Along these lines, a small
number of previous studies have suggested that networked learning may be an effective method
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for supporting academic learning experiences in which the development of skills and expertise is
more directly connected to the social and cultural contexts of its practice (Chatti, Jarke, & Quix,
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2010; Fischer & Sugimoto, 2006; Mackey & Evans, 2011; Milligan & Littlejohn, 2014; Toven-
Lindsey, Rhoads, & Lozano, 2014). Future research may explore a range of applications and
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potential benefits beyond those offered for developing applied skills and self-efficacy.
Ultimately, the strongest exigence for implementations of networked learning—including
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experiences that integrate professional contexts and offer a balanced approach to the exercise and
development of educational, technical, and social capital—is that these learning experiences
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have the promise to deliver not just more effective discipline-based learning, but more
meaningful and authentic learning as well. As Cathy Davidson has argued: “no matter how
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serious, responsible and dedicated we professors are to ‘covering’ our ‘topic,’ students retain and
apply subsequently only what is meaningful to them” (2018). A student in the focus group
affirmed this insight: “I feel like this was one of the first courses where it’s not just about a grade
and how you do on a test. This is about your life and your career and this is how you better
yourself.” Furthermore, it was precisely that experience of learning through and with social
networks that created this sense of authentic value. As another student put it: “You’re not just
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one person … You’re one person who is helping another person who then uses what you learned
or they learned from you to help somebody else. So, it’s just constantly a growing thing.”
Maybe, the old adage can be updated a final time: It’s not just who you know, it’s what they can
help you learn … and, what you can help them learn, too.

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 ACCEPTED MANUSCRIPT

Title

Networked learning with professionals boosts students’ self-efficacy for social networking for
professional development

Highlights

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• The study offers a model of networked learning for self-efficacy based on the integration
of professional contexts.
• The intervention included a blog-based learning community and social networking with

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professionals.
• Students had significant increases in self-efficacy for social networking and professional
development activities.

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• Students had significant increases in intentions to engage in social networking for
professional development in the future.

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