Developing an Educational Model of Internet-Based Learning in a Transatlantic Context

There are a number of internet-based models of learning in use by educationalists. Pedagogical approaches vary. Some reflect a traditional distance learning approach whilst others have been developed to embrace the use of Web 2.0 and build on the potential offered by state of the art technological tools. The exponential growth of the use of social networks and online communities offers the potential to develop individualized learning using a constructivist pedagogy, blending formal and informal learning through an electronic medium. However, pedagogical approaches are influenced by cultural, political and policy contexts and what is viewed as exemplary in one country may be valued differently in another. Developing an educational model of internet-based learning in a transatlantic context demands a shared vision of learning and some commonality of approach. An inductive paradigm and ethnographic action research was used to examine how a model of internet-based learning was developed which was shared by groups of young people and adults in the UK and the USA. It examines the differences and commonalities observed in both contexts and asks whether such a model potentially offers a new pedagogical framework which enhances learning whilst bridging the divide between two distinct cultures. Preliminary findings suggest that a working model of collaborative internet-based learning can be developed providing there is a shared vision of learning and pedagogical approaches.