Connectivism and Learning Theories

Instructional technologists use constructivism, behaviorism, and cognitivism to develop

online learning environments. These theories were developed before technology overtook education (Siemens, 2005). The digital age has changed the way students learn. Siemens (2005) shares that 40 years ago, a student could learn without digital technology; today, students need to master the technology to discover new content.

Connectivism is a reasonably new learning theory introduced into the pool of educational ideas in 2005. Siemens (2007) explains that connectivism focuses on external factors influencing learning. Connectivism states that knowledge is fragmented; learning occurs when those outer fragments are connected, and when students can externalize what they have learned, they can relate to new knowledge (Siemens, 2007).

Goldie (2016) outlines Siemens connectivism’s principles as follows:

• Learning and knowledge rest in diversity of opinion

• Learning is a process of connecting specialized nodes or information sources.

• Learning may reside in non-human appliances

• Capacity to know is more critical than what is currently known

• Nurturing and maintaining connections is needed to facilitate continual learning

• Ability to see connections between fields, ideas, and concepts is a core skill.

• Accurate, up-to-date knowledge (currency) is the aim of all connectivist learning activities.

• Decision-making is a learning process in itself (Goldie, 2016).

Employing Connectivism

Traditional learning theories employed by instructional designers are based on students connecting with their peers and teachers and existing learning environments that support their instructional goals. Connectivism acknowledges that technology mastery must also occur for students to interact with educational materials.

Educator Benefits

I have developed a blended learning biology curriculum to ensure my students have the content needed and the ability to take the time required to interact, understand, and gather the information needed to master it when they arrive at my class. They take notes at home through Edpuzzle. I provide the students with the guided assignment on Canvas, containing content instruction, guiding questions, and live links. I provide students with instructions on submitting work. Once students acquire the technology skills needed to log in, read, and log into the resource sites, Edpuzzle, in this case, upload their work and submit it, students can fully benefit from the blended learning approach I employ.

Research shows that blended learning leads to higher student achievement, and although we know it works, we do not understand why (Seage & Türegün, 2020). Connectivism provides a framework to understand and manage how students create or recreate knowledge in this fast-paced age where the available technology moves quicker than a student can master.

Applications

Instructional technologists can use connectivism to infuse the technology skills students need to access knowledge and master learning objectives in this digital age. Teachers can also use these principles to guide students' learning through the many digital platforms and tools available. Employees can also use the principles management guidelines provided by Connectivism in developing training programs.

Teacher Professional Learning

In my dissertation, I am working on finding a theoretical framework for my blended learning research. Connectivism helps teachers develop scaffolding strategies that support the notion that students need to connect knowledge to build knowledge. Instead of just assigning work to be completed through technology, teachers must also ensure that students learn to use the technology needed to complete their assignments.

Student Learning

This new theory can be seen as the key to unlocking doors that hold valuable information. Skills to work the key, locks, and unlocking mechanisms are essential to accessing the materials needed to learn content. We see this at new employee training, where tools are explained, and instructions on their use are provided to employees. Once an employee masters the device, they can use it to perform their work.

Summary

Connectivism, during its first years of inception, was criticized for its lack of supporting research and because critics also do not believe that knowledge “cannot be grounded on non-human appliances” (Kop & Hill, 2008, p.7). Dziubaniuk et al. (2023) share that the current educational needs of students require “modern and transformative approaches” that lead to “teaching sustainability.” We must ensure students can use the technology to connect to new information. As a teacher, I can use the principles to manage and support student learning (Goldie, 2016).

References

Dziubaniuk, O., Ivanova-Gongne, M. & Nyholm, M. (2023). Learning and teaching sustainable business in the digital era: a connectivism theory approach. International Journal of Educational Technology in Higher Education, 20(20), 1-23.

Goldie, J. G. S. (2016) Connectivism: a knowledge learning theory for the digital age? Medical Teacher, 38(10), pp. 1064-1069. (doi:10.3109/0142159X.2016.1173661)

Kop. R., & Hill, A. (2008). Connectivism: Learning theory of future or vestige of the past? International Review of Research in Open and Distance Learning, 9(3), 1-13.

Seage. S. J., & Türegün, M. (2020). The effects of blended learning on STEM achievement of elementary school students. International Journal of Research in Education and Science (IJRES), 6(1), 133-140.

Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1). Assessed from https://www.itdl.org/Journal/Jan_05/article01.htmLinks to an external site.

Siemens, G. (2007). Connectivism: creating a learning ecology in distributed environments. In T. Hug (Ed.) Didactics of Microlearning; Concepts, Disclosures and Examples, pp. 53-68.