The considerable increase in web-based knowledge networks in the past two decades is strongly influencing learning environments. Learning entails information retrieval, use, communication, and production, and is strongly enriched by socially mediated discussions, debates, and collaborative activities. It is becoming critical for educators to better understand and become skilled at utilizing online networks and their affordances to improve the quality of learning experiences for their students. Along the same lines, networked learning could be seen as an effort to respond to the advances in electronic networks by putting the focus on the students and paying close attention to their educational needs, learning preferences, and social interactions. The aim of this paper is to review and synthesize empirical research on networked learning for online higher education courses and offer suggestions for future studies based on the gaps found in the literature. Implications of networked learning for instructional design are also discussed.