Connectivism: A Learning Theory for the Digital Age

By George Siemens. 2004

5,488 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7c7dd6c900c031b3685c761c72ebafdf3004caed

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Citations in the corpus

An e-Learning Theoretical Framework (2016, unknown): “(Siemens, 2005) (Downes, 2008) (Downes, 2006) (Rodriguez, 2013) (Rodriguez, 2012) SDL Self-Directed Learning Focus on the teaching–learning method.”
The future of e-learning: a shift to knowledge networking and social software (2007, background): “Siemens (2004a) argues that LMS is the wrong place to start learning.”
A Model for Framing Mobile Learning (2009, background): “When knowledge is abundant, the rapid evaluation of knowledge is important” ( Siemens 2005, 3). In addition, both the relevance and the accuracy of the information may shift as other information becomes available.”
A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda (2020, background): “Other scholars also include experiential learning (Kolb & Kolb, 2012) to this list and, recently, connectivism has been introduced as a new learning paradigm (Kathleen Dunaway, 2011; Siemens, 2014).”
The flipped classroom model at the university: analysis based on professors’ and students’ assessment in the educational field (2016, methodology): “Method For the purpose of this study we carried out an evaluative investigation based on different theories and methodologies that range from classic theories, such as those proposed by Stufflebeam and Shinkfield (1987), to current theories, such as those proposed by Arthur and Cox (2014).”
Conceptualizing Digital Transformation in Business Organizations: A Systematic Review of Literature (2017, background): “…advent of information and digital technologies - the time characterized by use of information and communication technologies (Siemens 2014) as well as mushrooming of new digital technologies (Resnick 2002), their adoption and use (intended or unintended), presents a new…”
Deconstructing disengagement: analyzing learner subpopulations in massive open online courses (2013, background): “This focus on completion rates, however, re.ects a monolithic view of disengagement that does not allow MOOC designers to target interventions or develop adaptive course features for particular subpopulations of learners.”
e-Learning and Social Networking Handbook: Resources for Higher Education (2008, background): “(Siemens, 2004) He posits instead, a theory he calls connectivism, whose principles he defi nes as: Learning and knowledge rest in diversity of opinions.”
Promoting engagement in online courses: What strategies can we learn from three highly rated MOOCS (2016, background): “cMOOCs, on the other hand, are based on the philosophy of connectivism, the belief that learning is a network phenomenon that is aided by socialization and technology (Siemens, 2004).”
Learning Networks and Connective Knowledge (2010, background): “Or, another story: if knowledge is a network phenomenon, then, is it necessary for all the elements of a bit of knowledge to be stored in one‘s own mind? Karen Stephenson (1998) writes, ―I store my knowledge in my friends.”
How do Students Experience and Judge Software Comprehension Techniques? (2020, background): “In software engineering this often goes hand in hand with connecting students to online resources, encouraging them to explore content created by others to learn about technologies and to share their own contents as well, which follows the theory of Connectivism [24].”
Beyond the Classroom Walls: Edmodo in Saudi Secondary School EFL Instruction, Attitudes and Challenges (2014, background): “According to Siemens (2004) the true competence for a lifelong learner would be the capability to “stay connected” and “belong” to digital communities with which interests are and can be continuously shared.”