Scholarly communication is the system through which research and other scholarly writings are created, evaluated for quality, disseminated to the scholarly community, and preserved for future use. The system includes both formal means of communication, such as publication in peer-reviewed journals, and informal channels, such as electronic listservs. This document addresses issues related primarily to the formal system of scholarly communication. For reaching successfully to our goals in an online environment, we need to have clear purpose with tightly focused outcomes and objectives. And the learners need actively engaged in discussion. Of course, while the courses continue, participants need to keep their open mind, use formal words, accept other’s opinion. http://www.ala.org/acrl/publications/whitepapers/principlesstrategies Dede, D. (1996). The evolution of distance education: Emerging technologies and distributed learning. The American Journal of Distance Education, 10(2), 4-36.

On the other hand, social networking is an act of engagement. Groups of people with common interests, or like-minds, associate together on social networking sites and build relationships through community. With social networking, communication is two-way. Depending on the topic, subject matter or atmosphere, people congregate to join others with similar experiences and backgrounds. Conversations are at the core of social networking and through them relationships are developed. you can tell your peers about your new business or blog and discuss how to make it a success. The conversations that you create can convert many people into loyal fans, so it's worth investing the time. http://bdpa.groupsite.com/discussion/topic/show/489875 A friendly conversation allows additional ways of communicating. In conversations, we can communicate our meaning through the tone of our voice or through facial expressions or other physical gestures. In written communication, the words on the page need to carry the meaning by themselves. Also, we can get immediate feedback to gauge how our message is being received. By looking at the person who is listening to us, we can get some sense of how our message is going over. Does the other person look happy, angry, bored, or puzzled? Based on our assessment of the listener’s response, we can adjust our message. In friendly conversation, We often share many experiences with the other person so that we can make some comments about these shared experiences without much explanation. | Sources: http://web.lsue.edu/users/dsimpson/1001/formal-informal.htm |

scholarly discussion principles are first, the learning experience must have a clear purpose with tightly focused outcomes and objectives. Web-based learning designs must consider the nature of content, specific context, desired learning outcomes and characteristics of the learner. Learner-centered strategies include modular, stand-alone units that are compatible with short bursts of learning. Learning modules may also be open, flexible and self-directing.
Second, The learner is actively engaged. Active, hands-on, concrete experiences are highly effective. Learning by doing, analogy and assimilation are increasingly important pedagogical forms. Where possible, learning outcomes should relate to real-life experiences through simulation and application.
Third, The learning environment makes appropriate use of a variety of media. Various learning styles are best engaged by using a variety of media to achieve learning outcomes. Selection of media may also depend on nature of content, learning goals, access to technology, and the local learning environment.
Third, The learning environment makes appropriate use of a variety of media. Fifth, Learning experiences should support interaction and the development of communities of interest. Learning is social and sensitive to context. Learning experiences based on interaction and collaboration support learning