Connectivism: Learning theory of the future or vestige of the past?
734 citations recorded by the source corpus.
Siemens and Downes initially received increasing attention in the blogosphere in 2005 when they discussed their ideas concerning distributed knowledge. An extended discourse has ensued in and around the status of ‘connectivism’ as a learning theory for the digital age. This has led to a number of questions in relation to existing learning theories. Do they still meet the needs of today’s learners, and anticipate the needs of learners of the future? Would a new theory that encompasses new developments in digital technology be more appropriate, and would it be suitable for other aspects of learning, including in the traditional class room, in distance education and e-learning? This paper will highlight current theories of learning and critically analyse connectivism within the context of its predecessors, to establish if it has anything new to offer as a learning theory or as an approach to teaching for the 21st Century.
Subfields: Developmental and Educational Psychology, Education, Safety Research
View Paper: https://www.semanticscholar.org/paper/cd7e7894729cbf04117754374c1601aad8bf2184
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In Developmental and Educational Psychology
In Education
In Safety Research
Citations in the corpus
- The Challenges to Connectivist Learning on Open Online Networks: Learning Experiences during a Massive Open Online Course (2011, background): “Connectivist developmental theories also fit in the latter category (Kop & Hill, 2008).”
- MOOCs and the funnel of participation (2013, background): “The pedagogy of these branches are quite distinct: cMOOCs are underpinned by connectivism [52, 33], a sophisticated and innovative reconceptualisation of what it means to know and to learn, whereas xMOOCs “are so far based on a very old and out-dated behaviourist pedagogy, relying primarily on infor”
- Social media and education: reconceptualizing the boundaries of formal and informal learning (2016, background): “…activity as a powerful and intuitive analogy for conceiving of distributed learning through networks; if learning transpires via connections to nodes on the network, then perhaps the maximization of learning can be understood by studying the properties of effective networks (Kop and Hill 2008).”
- Creating Effective Collaborative Learning Groups in an Online Environment (2009, background): “Although some writers have challenged both the need for a new learning theory and whether connectivism meets the parameters of theory (Kop & Hill, 2008), Siemens provides a premise and a framework that are very useful for understanding collaborative learning in an online environment.”