The thesis entitled "Social Networking and Online Learning" follows the question of how learning and social environment mutually affect each other, in particular in forms of learning, in which the design and the responsibility for the learning process is shifted to a considerable extent on the participants. It does this using the example of e-learning. This approach contrasts the general research on e-learning by focusing on the social environment as a factor of learning arrangements. Based on 18 interviews a quality, topic-based content analysis and a qualitative network analysis have been conducted. Based on the results of these analyses five biography-oriented types have been identified and their specific strategies for the organization, design and functionalization of the relevant sub-networks to support online learning have been described. Theoretical reference points are the findings on distance learning, the social network theory and the theoretical construct of constitutional requirements for learning with the aspects of the organizational framework, biographical coherence and social acceptance. It is shown that online learning is a highly demanding process that is significantly influenced by the social networks surrounding the learner.
