A framework for interaction and cognitive engagement in connectivist learning contexts

Abstract

<p class="BODYTEXT">Interaction has always been highly valued in education, especially in distance education (Moore, 1989; Anderson, 2003; Chen, 2004a; Woo & Reeves, 2007; Wang, 2013; Conrad, in press). It has been associated with motivation (Mahle, 2011; Wen-chi, et al., 2011), persistence (Tello, 2007; Joo, Lim, & Kim, 2011), deep learning (Offir, et al., 2008) and other components of effective learning. With the development of interactive technologies, and related connectivism learning theories (Siemens, 2005a; Downes, 2005), interaction theory has expanded to include interactions not only with human actors, but also with machines and digital artifacts. This paper explores the characteristics and principles of connectivist learning in an increasingly open and connected age. A theory building methodology is used to create a new theoretical model which we hope can be used by researchers and practitioners to examine and support multiple types of effective educational interactions. Inspired by the hierarchical model for instructional interaction (HMII) (Chen, 2004b) in distance learning, a framework for interaction and cognitive engagement in connectivist learning contexts has been constructed. Based on cognitive engagement theories, the interaction of connectivist learning is divided into four levels: <em>operation interaction</em>, <em>wayfinding</em> <em>interaction</em>, <em>sensemaking interaction</em>, and <em>innovation interaction</em>. Connectivist learning is thus a networking and recursive process of these four levels of interaction.</p>

Connectivism: Implications for Distance Education

“…As we come close to connectivism learning theory and walk away from traditional learning theories, the role of interaction and communication become more intense (41). Connection and interaction refers to links of nodes in a network that provides the flow of information and knowledge.…”

Connectivism in Learning Activity Design: Implications for Pedagogically-Based Technology Adoption in African Higher Education Contexts

“…In connectivism, the concern is more with an understanding of the distribution of expertise and intelligence over the learning network, and the role of technologies in assisting the learner to construct knowledge (Ng'ambi, 2013). In my view, the connectivist theory and the framework for interaction (from Wang et al, 2014) open up a way of thinking about the object of learning differently. The object of learning becomes distributed across human and non-human resources.…”

“…Designing connectivist learning environments that enhance interaction and cognitive engagement requires a framework. Wang, Chen, and Anderson (2014) have developed a framework for creating and analysing interaction and cognitive engagement in connectivist learning contexts. In this framework, the interaction occurs "between other humans and network resources and is critical for connection building and network formulation" (Wang, Chen, & Anderson, 2014, p. 122).…”

“…In this framework, the interaction occurs "between other humans and network resources and is critical for connection building and network formulation" (Wang, Chen, & Anderson, 2014, p. 122). Learning occurs as the learner engages in different forms of network formation at the neural (cognitive), concept, and social levels Wang et al, 2014). For transformative learning to occur, each learner's depth of cognitive engagement should increase as the learner pushes their way through levels of interactions.…”

“…From a connectivist perspective, the driver is the activation of learner participation in interactions resulting in the formation of different types of networks (cognitive, concept, and social) supported by technology (Siemens, 2004;Wang et al, 2014). The learning activity should therefore be designed in a manner that develops, supports, and maintains network formation and human connections.…”