PurposeThe purpose of this paper is to investigate students' social networking strategies based on learning values in the social context of Iranian universities.Design/methodology/approachThis research has used the case study method to investigate students’ networked learning (NL) strategies among students of four different universities in the context of Iran. They were explored by semistructured in-depth interviews about the nature or current conditions of their study life. The data were analyzed by the qualitative analysis method based on the systematic approach of Strauss and Corbin (1998).FindingsThe researchers in this study found the special concept of NL in the social context: “NL as a continuous process of thinking to understand the environment through multiple/ diverse careers of learning knowledge and skills for environmental modeling towards creating added-value.” According to this definition, various networked strategies were identified as follows: 1) interactive and multidimensional searching, 2) multidimensional studying and learning, 3) environmental and social management, 4) studying and social wandering.Research limitations/implicationsDesigning dynamic curriculum, which integrates various careers of learning, multidimensional knowledge and abilities and subject matters with environmental events and social structures of the society. Given the exploratory nature of the research, the paper cannot provide empirically justified findings.Originality/valueThe research had identified diverse approaches of networking strategies, which do not appear just as a positive instrument to improve learning conditions. However, there is such an extreme degree of social wandering among students in universities that makes their efforts useless.

Objectives:The current research has been carried out to identify and describe the dimensions of university pedagogy as a neglected phenomenon in Iran's higher education system.y Materials and methods: The method of this research is a development-applied one and in terms of performance is phenomenological, and it has a qualitative approach in terms of data collection. By using the literature and research background (ten dimensions of university pedagogy, Yamani, 2012), the dimensions of university pedagogy were identified; then data collection continued through semistructured interviews with experts and specialists in the field of higher education purposefully from the type of snowball to the stage of reaching theoretical saturation. The data reached theoretical saturation with 16 experts during the data analysis process. The dimensions and components of university pedagogy were identified through the data analysis process using thematic analysis.d Discussion & Conclusions: After analyzing the interviews, 194 basic themes were recognized, and finally 54 organizing themes were found in the form of 11 comprehensive themes as dimensions of university pedagogy. Findings show that academic practitioners in addition to confirming and emphasizing the ten dimensions of university pedagogy proposed in the theoretical framework, namely: theoretical conceptualization of the flow of education and research in learning situations and their organization; the practical framework for faculty members, administrators, and academic experts; creating and strengthening the taste and enthusiasm of students in learning; recognition of university performance (strengths and weaknesses of the university); continuous rethinking and organizing educational research and service activities of the university; theoretical guidance for the management of academic activities; university culture; continuous evaluation of educational research and service activities of the university in learning situations; academic myths and symbols; university campus, they also believed in the influence of the eleventh dimension, namely information and communication technology. In fact, these dimensions are a system of various factors and elements that interact with each other and lead to improved student learning. The findings of the study, by identifying the dimensions of university pedagogy, provide appropriate theoretical and practical achievements for policymakers, planners, and university administrators to improve student learning and it can provide the necessary basis for improving its quality.y