Connectivism And Connectivism

1252 Words 6 Pages
Introduction

In this paper, I will discuss how the distance education classroom will mostly, if not totally reflect the Connectivist model in the future and how students will learn in class from its intent and processes.

Online learning has a long history, beginning with the first online technologies including electronic mail and computer conferencing. In the late 1990’s, researchers began to develop learning theories that addressed learning delivered through these new technologies. One of the early frameworks described online courses as “content and support” or as computer supported collaborative learning. As time went on, researchers developed more complete theories such as community of inquiry (Garrison & Vaughan, 2008) and technological
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Rather, it is important to develop powerful connections that are easily and quickly accessible. Learning is seen as recognizing connections that change the network as well as adding new connections, with or without guidance from an instructor (Barnett et al., 2013).

The role of the instructor is to explain connections. Teaching is integrated within learning. Everyone, including the teacher, in the class learns new connections, not only from the teacher but from the other students as well. Siemens believes that the instructors role is that of influencing and facilitating connections as well as maintaining important connections of the past. The instructors are responsible for explaining why the connections they have made in the past will also work in the present. (Barnett et al., 2013).

Furthermore, connectivism does not work within the current educational system that measures learning through student assessments. Assessments do not adequately measure whether the student has made connections nor the value of the connections (Barnett et al.,
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The study explored the pros and cons of Connectivism as well as the implications of online learning applications on communication, collaboration and research. The researchers used a qualitative approach, in which they collected data and information from journals, online databases and books. The researchers also used a focus group discussion to obtain data (Sahin, 2012).

From the results of the focus group discussion, researchers determined that Connectivism is difficult to understand in comparison to the traditional learning theories. They found that the advantages and disadvantages of Connectivism were limited based on the members understanding of the use of Connectivism. The participants within the focus group believed that learning theories such as behaviorism, cognitivism and constructivism did not adequately address learning in non-formal and informal environments. In these cases they believe that connectivism was more appropriate (Sahin,

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