Connectivism: A Review

Abstract

George Siemens and Stephen Downes developed a theory for the digital age, called connectivism, denouncing boundaries of behaviorism, cognitivism, and constructivism. Connectivism is the thesis that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks. An account of connectivism is therefore necessarily preceded by an account of networks. Current developments with technology and social software are significantly altering: (a) how learners access information and knowledge, and (b) how learners dialogue with the instructor and each other. Both of these domains (access and interaction) have previously been largely under the control of the teacher or instructor. Since half of what is known today was not known 10 years ago, there should be more researches about the use, benefits and drawbacks of connectivism in the cotext of formal and informal lerning. Although there is not a large amount of research currently available on the application of connectivism in education, some possible applications, such as: social networking, personal learning environments and open courseware are explained.

Implementing digital pedagogy in TVET: A Connectivist perspective

“…These nodes encompass people, organizations, and technological systems such as databases, search engines, and online repositories. [16] In the modern educational context, learners can access the distributed knowledge resources through networks and establish connections with diverse knowledge sources. [17] This distribution requires learners to effectively integrate and utilize this dispersed knowledge to enhance the acquisition and application of information.…”

“…The use of technology makes learning more flexible and personalized, allowing students to select content and pathways based on their interests and needs. [16] Technology also facilitates the updating and dissemination of knowledge, enabling learners to quickly acquire the latest information and research findings. [24] Dynamic knowledge Connectivism posits that knowledge is dynamic and constantly evolving with the influx of new information.…”

Aligning online and remote coaching with the digital age: Novel perspectives for an emerging field of research and practice

“…and their significance in shaping the learning landscape. 75,76 In our view, Connectivism serves as an extension of New Materialism, aiming to understand how the social and material worlds interact to produce truth in our networked society. 77 We argue in line with Downes 61 that the epistemological approach of Connectivism is not to support traditional content models of learning (i.e.…”