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Learning Networks and Connective Knowledge
Abstract
The purpose of this chapter is to outline some of the thinking behind new e-learning technology, including e-portfolios and personal learning environments. Part of this thinking is centered around the theory of connectivism, which asserts that knowledge - and therefore the learning of knowledge - is distributive, that is, not located in any
given place (and therefore not 'transferred' or 'transacted' per se) but rather consists of the network of connections formed from experience and interactions with a knowing community. And another part of this thinking is centered around the new, and the newly empowered, learner, the member of the net generation, who is thinking and interacting in new ways. These trends combine to form what is sometimes called 'e-learning 2.0' -
an approach to learning that is based on conversation and interaction, on sharing, creation and participation, on learning not as a separate activity, but rather, as embedded in meaningful activities such as games or workflows.
... Therefore, the researcher consolidated both Siemens' and Downes' perspectives on CLT to explores the Lecturers' perceptions on the usage of Blackboard Learn for T & L in the HDI, focusing on challenges and prospects. The CLT is a relatively new learning theory that proposes that students and educators should integrate thoughts, theories, and background information in a useful manner, Downes (2006). It recognises that technology plays a significant role in learning, as well as the fact that people can choose to learn in a variety of ways because of their constant connectivity. ...
... The integration of their perspectives was beneficial in exploring the perceptions of lecturers on the use of Blackboard Learn for T & L in the HDI (UL), focusing on both the challenges and prospects. Connectivism platforms have been found to enhance information and knowledge sharing (Downes 2006). In the HDI like UL, technology plays a critical role in T & L, as it enables a variety of methods to be employed due to constant connectivity. ...
... Connectivism is exemplified using social media, online networks, blogs, database information, and Internet connectivity, which promote learning beyond an individual's personal space (Downes 2019). Therefore, it is important for researchers to take into account the social aspects related to the challenges faced by lecturers in providing online T & L during the Covid-19 pandemic (Downes 2006). ...
The utilisation of online platform Blackboard Learn for Teaching and Learning (T & L) has become an essential and obligatory component of Higher Education Institutions (HEIs). This study research aims to examine the difficulties and potential of its implementation at a Historically Disadvantaged Institution (HDI) like University of Limpopo (UL), with a focus on the Bachelor of Arts (BA) programme in Criminology and Psychology (Crim & Psych) as guided by University of Limpopo Faculty of Humanities Multimodal Teaching and Learning Plan (UL FHMTLP). This qualitative study employed an empirical research design, selecting Twelve (12) permanent Academics/Lecturers from the Department of Criminology and Criminal Justice at UL for interview purposes. The verbatim responses from the interviews were analysed to identify the key themes and sub-themes of the study using the inductive Thematic Content Analysis (TCA) method. This study revealed that there is a lack of utilisation of Blackboard Learn at UL, as well as ineffective adaptation of current strategies and UL FHMTLP implementations. Many Lecturers still depend on contact T & L and the use of Blackboard Learn to connect the operations of this programme is currently unsuccessful. Recommendations consist of regular training and refreshment courses on the application of this technology, such as the Learning Management System (LMS) provided by the Information and Communications Technology [ICT]-electronic-(e)-Learning Unit. This could potentially facilitate collaborations between Natural Sciences (Technology ‒ Blackboard Learn) and Human Sciences (Crim & Psych) to generate new knowledge, while also clearly providing the advantages of technology utilisation for T & L at UL. This kind of innovation could accommodate “economical, educational, technical, and social transformations” to address the mentioned challenges and opportunities, while making contributions to the field of professorship, with a focus on the South African Future Professors Programme (FPP) Phase 2 Cohort 1 2022‒2023, utilising Blackboard Learn for T & L in a HDI to outline the existing challenges and possibilities. Keywords: Bachelor of Arts: Criminology and Psychology programme, Blackboard Learn, challendes, economic, educational, Historically Disadvantaged Institution, professorship, prospects, social, South Africa, technology, transformation, University of Limpopo
... The methodology employed in this paper adopts a qualitative approach, focusing on a comprehensive review and analysis of existing literature related to the principles and application of connectivism in modern education. By synthesizing theoretical frameworks proposed by key scholars, including Siemens (2005) and Downes (2010), the study examines how connectivism principles can be integrated into classroom settings to foster more dynamic, networked learning environments. The research method involves an in-depth analysis of existing pedagogical models and educational practices, with a particular focus on identifying strategies for implementing connectivist learning theories effectively. ...
... The research question seeks to explore practical methods for integrating the principles of connectivism into contemporary educational practices. Connectivism, as introduced by Siemens (2005) and further elaborated by Downes (2010), emphasizes the importance of networks, digital tools, and collaboration in the learning process. The article "Classrooms to Networks: Applying Connectivism Principles in Pedagogy" provides a comprehensive exploration of how these principles can be translated from theory into practical educational strategies. ...
... The findings in this paper are derived from a thorough review of existing literature on connectivism and its applications, combined with an analysis of current educational practices that have successfully implemented connectivism principles. I synthesized insights from key studies, including foundational works by Siemens (2005), Downes (2010), and Kop & Hill (2008), as well as more recent research on digital learning tools, project-based learning, and student autonomy (Bell, 2011;Dunaway, 2011;Transue, 2013). I draw on practical examples, case studies, and empirical evidence from educational contexts where connectivism approaches have been applied, such as in project-based learning environments and digital platforms like MOOCs. ...
The integration of digital technologies has led to a significant transformation in educational practices, shifting from traditional classroom models to more dynamic, networked learning environments. This paper explores the concept of connectivism, a learning theory developed by Siemens and Downes, which emphasizes the importance of networks, connectivity, and collaboration in acquiring knowledge. Unlike traditional pedagogies that focus on content delivery, connectivism promotes the creation and navigation of networks to facilitate continuous learning. Key principles of connectivism include the diversity of opinions, the distribution of knowledge across networks, and the critical role of digital tools in learning processes. The paper discusses the practical applications of connectivism approaches in contemporary pedagogy, focusing on how educators can transform traditional classrooms into engaging, networked learning spaces. Despite its theoretical strengths, the implementation of connectivism faces challenges, including technological access, information management, and the need for pedagogical adaptation. Through this exploration, the paper aims to provide insights into how connectivism can enhance educational practices and prepare students for the complexities of a rapidly evolving, networked society.
... • Connectivism: AI contributes to knowledge networks and lifelong learning by enabling students to engage with vast digital learning environments, fostering connections between learners, information, and technology (Siemens, 2005). AI-powered tools such as chatbots, virtual tutors, and learning management systems facilitate continuous learning and collaboration across global networks (Downes, 2012). ...
... This aligns with concerns about AI potentially reducing students' autonomy and critical thinking skills if not implemented with a balanced pedagogical approach (Downes, 2012). ...
This study examines the increasing role of Artificial Intelligence (AI) in education, analyzing its impact on student attitudes and behaviors. While AI technologies offer significant potential for personalized learning and instructional efficiency, they also raise concerns about student engagement, teacher autonomy, and ethical implications. This research evaluates these factors through a mixed-methods approach, incorporating both qualitative and quantitative data from educators and students. Findings suggest that while AI enhances learning experiences, it also introduces challenges such as reduced student autonomy and ethical concerns regarding data privacy. The study highlights the importance of integrating AI responsibly within educational frameworks to maximize benefits while mitigating risks.
... Bien que les ENA commencent à intégrer des services du Web social, comme les réseaux sociaux numériques, les wikis et les blogues, ils peinent à rattraper l'évolution rapide des services d'Internet (Lim et Newby, 2020). Par ailleurs, si l'EPA supporte les approches constructivistes (Drexler, 2018), socioconstructivistes (Tu et al., 2012) et connectivistes (Downes, 2012), il s'éloigne du contexte d'apprentissage institutionnel. ...
... Ces compétences, produit d'une genèse instrumentale singulière, permettent d'appréhender le bénéfice réel que retire le sujet quand il incorpore l'outil numérique à son déjà-là et le transforme en instrument l'autorisant à être acteur dans un EPA qu'il aménage lui-même. Ce processus fait écho à la perspective connectiviste de Downes (2012), qui insiste sur l'importance de la personnalisation et de la création de réseaux dans l'apprentissage numérique. ...
Ancrée dans une épistémologie instrumentale et didactique clinique, cette étude analyse les
pratiques d’apprentissage de deux étudiantes inscrites dans une formation à distance (FAD) au sein
d’un environnement numérique d’apprentissage (ENA) intégrant un générateur d’espace privé de
travail (GENeSPRIT) leur permettant de personnaliser la gestion de leur environnement personnel
d’apprentissage (EPA). Les résultats montrent que ces deux sujets mobilisent différents types de
ressources, formelles et/ou informelles, dans leurs pratiques d’apprentissage sans recourir à
GENeSPRIT. Ce constat souligne l’importance de la prise en compte d’un « déjà-là numérique »
chez le sujet dans la conception d’ENA permettant de mieux favoriser son autonomie ainsi que
son engagement dans le processus d’apprentissage
... In addition, this theory also suggests that learning occurs when individuals participate in an informal network where they can share knowledge and expertise with others (Kropf, 2013;Sangra & Wheeler, 2013). Moreover, Downes (2012) and Siemens (2005) connectivism as a networked process of social learning. By utilizing the connectivism theory, the new academic resiliency model designed for science education will be responsive to the current challenges experienced by students. ...
... The detailed mode of transfer from alumni to Year 1 students involves team-building activities, tutorial sessions, science camps, and orientation programs, ensuring that each year level builds upon the previous one to foster a comprehensive set of resilient attributes. This research utilized the connectivism theory, as defined by Downes (2012) and Siemens (2005) plays a significant role in the academic resiliency model developed through this research. This theory posits that learning is a networked social learning process where individuals participate in networks to share knowledge and expertise (Kropf, 2013;Sangrà & Wheeler, 2013). ...
Academic resiliency is understood to be the capacity of students to perform well in school despite of disadvantaged background. Addressing this global concern requires various initiatives tailored to the needs of learners and their context. Thus, in this study, the researchers proposed an academic resiliency model designed for Science Education program anchored to the Connectivism Theory. To develop this model, the researchers employed three stages: stage 1: identifying issues; stage 2: developing solutions from the issues; and stage 3: building an academic resiliency model from issues and solutions. The use of participatory action research approach was utilized employing both In-Depth Interviews (IDI) and Focus Group Discussions (FGD). A total of five batches (batch 2018-2019 to 2022-2023) of the science education program of UM Digos College are the subject of the study and participated by 60 students (freshmen, seniors, alumni). Based on the IDI (stage 1), there were 13 issues that the students experienced that affected their studies in the program. Following stage 2 (FGD 1), solutions were developed from the identified issues focusing on the five essential skills - flexibility, determination, planning, interpersonal, and positive attitude. The stage 3 (FGD2) developed the academic resiliency following issues and solutions identified by the participants. The model developed focuses on transferring five essential skills from alumni to senior students to freshmen students to attain academic resiliency. Moreover, the developed model allows students in the program to be equipped with the essential skills to move forward and become successful in their chosen field by building connections from each batch. Thus, this study recommends using the developed academic resiliency model to foster resiliency among students in the Education Science program.
... En ese sentido, a continuación se mencionan algunas aproximaciones acordes a la Era Digital que intentan dar forma al estudio del fenómeno educativo asistido por tecnología en nuestros días. Para ello, se hará una breve revisión de los supuestos conceptuales del conectivismo (Siemens, 2005;Downes 2006), y cómo a nivel metodológico se puede incluir en el núcleo del aprendizaje un conjunto abierto de múltiples tecnologías, como pueden ser por ejemplo los últimos avances en Inteligencia artificial generativa. ...
... En este enfoque, el conocimiento es emergente y subjetivo, basado en la interpretación individual de patrones. Al respecto, uno de los supuestos fundamentales del conectivismo, plantea que una sola conexión entre dos nodos no tiene significado por sí sola, dado que el significado se distribuye en un grupo de conexiones que aparecen juntas como un todo único llamado patrón (Downes, 2006). Este patrón debe considerarse como la unidad más pequeña que tiene significado por sí sola. ...
Este artículo examina la transformación de la tecnología educativa, desde el surgimiento de las máquinas de enseñanza conductistas hasta la actual integración de las redes informáticas y sus aplicaciones, apoyándose en diversas teorías del aprendizaje. Se detalla cómo las máquinas de enseñanza, fundamentadas en el conductismo, establecieron las bases para utilizar la tecnología en la educación, mediante secuencias instruccionales que buscan moldear el comportamiento del aprendiz con retroalimentación inmediata. Posteriormente, se aborda la influencia del cognitivismo y su impacto en el desarrollo de tecnologías educativas como los sistemas expertos y Logo, reflejando un enfoque en los procesos mentales internos del aprendizaje. El artículo también discute el papel del constructivismo en la promoción de un aprendizaje activo y constructivo, evidenciado en el desarrollo de LMS como Moodle, que fomentan entornos colaborativos. Finalmente, introduce el conectivismo como un enfoque adecuado para la era digital, donde el aprendizaje implica navegar y conectar dentro de redes informáticas. Destaca la necesidad de adaptar la educación a las tecnologías emergentes como la inteligencia artificial generativa y a las teorías del aprendizaje contemporáneas, subrayando la importancia de preparar a los aprendices para manejar el complejo mundo de la información y el conocimiento actual.
... The main potentialities of artificial intelligence are (Mollick & Mollick, 2022a, 2022bTerwiesch, 2023): (i) instant, relevant and rigorous access to information in the most diverse areas of knowledge, which facilitates the understanding of different themes and phenomena in response to questions posed by users (Sweller et al., 2011); (ii) personalized support for users-intelligent tutoring-facilitating the understanding of concepts, clarifying doubts, and providing application examples tailored to their individual needs (Koedinger & Corbett, 2006;Downes, 2024); (iii) autonomous learning by students, who explore the topics that interest them most by asking questions, regardless of whether or not there is a professor and specific classroom environment; (iv) encouraging students to investigate and analyze the topics they are interested in in greater depth, proposing suggestions for further reading and/or videos and arousing interest in new topics and/or areas of knowledge; and (v) flexibility and permanent availability, as these tools are available 24 h a day, 7 days a week, which is useful for students with time/schedule constraints, who are interested in outside school hours. ...
... Several authors advocate the use of ChatGPT and AIbased technologies in teaching, learning, and assessment, such as Jordan (2019), Swiecki et al. (2022), Johanes and Thille (2019), and Downes (2024). ...
Given the very recent appearance and rapid dissemination of tools based on artificial intelligence (AI), particularly the ChatGPT application, and the inevitability of their installation in the lives of students and professors, this article proposes the creation of a new “transversal skills” curricular unit to be taught to students in the Engineering Programs at the Faculty of Engineering of the University of Porto. Given the “revolution” that these AI-based tools can represent, it is important to reflect on what they constitute, how they can support professors in their teaching tasks, how they can support students in acquiring and interrelating knowledge and developing their competences, and how they can shape assessment processes. This article begins by analyzing the characteristics, potential and limitations of AI and the importance of developing AI-related transversal skills in higher education, followed by examples of the application of AI-based tools in science, technology, engineering, and mathematics (STEM) courses. Finally, the design of an AI-based curricular unit is proposed, as well as a methodology for identifying, assessing and mitigating the effects of biases in AI applications in curricula. Despite this proposal is directly applicable to STEM courses, it can be easily adapted to other areas of study.
... Learning May Reside in Non-Human Appliances Connectivism also posits that learning may reside in nonhuman appliances, such as digital devices and online platforms (Downes, 2010). This principle highlights the role of technology in storing and transmitting knowledge, which can be accessed and utilized by learners as needed. ...
... This aspect of Connectivism is particularly relevant for the participants of this study, who must continuously adapt to new technologies and learning modalities. The skills they develop in navigating online courses, utilizing digital tools, and connecting with various information sources are essential for their academic and professional growth (Downes, 2010). By fostering these adaptive learning skills, ODEL programs can better prepare incarcerated individuals for successful reintegration into society and the workforce. ...
Published Online: December 02, 2024 Higher education in Southern Africa is in an era that has transcended the traditional boundaries of space and time. This chapter aims to explore the experiences and difficulties of officials and incarcerated offenders in South African correctional facilities, who are taking online classes in Open Distance Electronic Learning (ODEL) institutions like the University of South Africa (UNISA). This chapter employed a qualitative desktop research method which involves analysing secondary data that includes previously published academic articles, media reports, and policies from the Department of Higher Education and Training (DHET) and the Department of Correctional Services (DCS). The main findings demonstrate the considerable obstacles faced by institutionalized ODEL learning. The major themes of student challenges include 1. Limited Access to Computers and the Internet (for safety concerns). 2. Low levels of Digital Literacy. 3. Insufficient Individualised Student Support, and conversely, 4. Recognition of Online Learning Benefits. The significance of the study is that it offers valuable insight for shaping and promoting more inclusive student support strategies by attending to the diverse needs of students in non-traditional learning environments. The study also highlights how crucial it is to create digital literacy initiatives and expand access to technology infrastructure to guarantee that all students succeed in online learning in the Southern Africa region.
... Its foundations are rooted in principles explored by chaos, network, complexity, and self-organization theories (Siemens, 2005). Connectivism proposes that knowledge resides within a network of connections, and learning is the ability to build and navigate these networks (Downes, 2012). Therefore, understanding networks is essential to understanding connectivism. ...
This study explored pre-service teachers' perceptions of teacher influencers on social media. Using the Q-method, the researchers identified two distinct viewpoints. The first group of pre-service teachers believed that teacher influencers often breach professional ethics by compromising student privacy and promoting a potentially harmful influencer teaching model. They argued against the practice of teacher influencers sharing classroom content on social media. The second group, however, viewed teacher influencers as positive role models who contribute to the profession through innovative practices and increased enthusiasm. They supported the use of social media as a platform for sharing educational experiences. The study suggests that while social media can be a powerful tool for teachers, it is crucial to maintain ethical standards and protect student privacy. Policymakers should consider implementing guidelines to regulate the online behavior of teacher influencers.
... Revista Multidisciplinar Epistemología de las Ciencias | Vol. 2, Núm. 2, 2025, abril-junio militar permitirá enfrentar nuevos desafíos, bajo este contexto es indispensable dejar atras las clases magistrales y evolucionar al uso tecnológico con fines pedagógicos, bajo una cultura académica con nuevas estrategias activas de aprendizaje y colaborativas, que permiten evolucionar el proceso enseñanza -aprendizaje.El enfoque de la conectividad en educación pasa a ser una estrategia de aprendizaje en la era digital, GeorgeSiemens (2005) y StephenDownes (2012), presenta una propuesta por los cambios drásticos en lo relacionado con el acceso a la información, a la tecnología y las dinámicas que se muestran en la red, al considerar un individuo que adquiere una acción en la búsqueda de información como base de datos, comunidad virtual, ciudad red, dispositivos tecnológicos y multimedia(Salinas, 2012).Desde esta perspectiva la innovación de las estrategias metodológicas, permiten el desarrollo de diversas actividades por parte del investigador, al analizar la aplicación de estrategias metodológicas con enfoque de la conectividad Downes, (2012): entre los cuales existen las descripciones a partir de observaciones que se realiza mediante las entrevistas, narraciones, notas de campo, grabaciones, transcripciones de audio y vídeos, registros escritos, fotografías o películas, que permite convertirles en base de datos Codd, (1970) y Chapple y Seidl, (2022), comunidadvirtual Rheingold, (1993), y ciudad red Castells, (2000), así como otros materiales que permitan almacenar información, en las diferentes redes y el uso estratégico de las tecnologías.En el mismo orden de ideas se plantea la teoría del aprendizaje significativo Ausubel, (1968), donde se conoce la estructura cognitiva del estudiante, para conocer los conceptos y definiciones, así como su grado de estabilidad emocional que está presente el proceso educativo de enseñanza -aprendizaje. Los principios de aprendizaje propuestos por Ausubel ofrecen el marco para el diseño de herramientas metacognitivas que permiten conocer la organización de la estructura cognitiva del educando(Ausubel, Novak, y Haenesian, 1983).DOI: https://doi.org/10.71112/ntprzb61 ...
Military education must adapt to dynamic and changing contexts, constantly reflecting on experiences, new theories, and emerging technologies as methodological strategies supported by the connectivity approach as a means of transforming the teaching–learning process. This analysis is developed using a quantitative approach, with the objective of determining the use of technological tools as part of methodological strategies in the classroom, through the pedagogy of connectivism and cyberspace. This presents a paradigm that enables thinking about virtual education as a methodology applicable even in face-to-face classrooms, establishing a new approach with its own characteristics, dynamics, and teaching–learning methods. Finally, in order to apply this methodology for the benefit of the educational community, there must be a commitment from educational actors to achieve the interrelation that allows interaction with new digital tools, leading to a comprehensive and innovative education.
... Internet technologies are essential for the work of Siemens and Downes, as they are based on the concept of connectivity. This concept, which is central to connectivism learning theory (Downes, 2012;Siemens, 2005aSiemens, , 2005b, emphasizes the importance of fostering connections through student networks, collaboration, and participation. These technologies provide learners with the opportunity to create and share content across various platforms, including web browsers, blogs, social media, and virtual learning environments. ...
The book promotes active learning as a transformative strategy in higher education, shifting the focus from passive reception to student-centered engagement. It highlights the importance of developing critical thinking, collaboration, and metacognitive skills through interactive methods. Offering both theory and practice, it guides instructors on how to design flexible, supportive environments and implement techniques to increase student participation, deepen understanding, and prepare learners for the demands of a rapidly changing world.
... La integración de las TIC en el aprendizaje secundario conlleva una serie de posibles beneficios. En primer lugar, mejora significativamente el acceso a la información, permitiendo a los estudiantes acceder a una vasta cantidad de recursos educativos actualizados y diversos más allá de los límites del aula y los libros de texto tradicionales (Downes, 2010). ...
El presente artículo de revisión sistemática tuvo como objetivo analizar la literatura científica sobre el impacto de las TIC en el aprendizaje de estudiantes de educación secundaria. La metodología empleada consistió en una búsqueda exhaustiva en bases de datos académicas, seguida de la aplicación de criterios de inclusión y exclusión para seleccionar estudios empíricos relevantes. Los resultados de la revisión revelaron que las TIC tienen un impacto multifacético en el aprendizaje secundario, influyendo positivamente en la motivación, el compromiso y el desarrollo de habilidades digitales. Sin embargo, su efecto en el rendimiento académico es complejo y depende significativamente de la estrategia pedagógica y el tipo de tecnología utilizada. En conclusión, la integración efectiva de las TIC en la educación secundaria requiere un enfoque reflexivo que priorice la pedagogía y considere los diversos factores que modulan su impacto para optimizar los resultados del aprendizaje.
... Siemens, Downes and others have written extensively about utilising networks, strengthening connection and collaboration rather than focusing on individual learning processes in digital learning. (Downes, 2008;Downes, 2012;Duke et al., 2013;Kop & Hill, 2008;Siemens, 2005;Ravenscroft, 2011). (3) co-creation of knowledge is diverse with multi-disciplines, multiliteracies, and multiple socio-cultural influences, (4) the lens of moving realities, guides our choice of learning and meaning-making of received information, and (5) connecting "specialised nodes" as the process makes learning dynamic (Couros, 2009:234;Foroughi, 2015:14). ...
With the Covid-19 pandemic, the ability of creativity educators to adapt to change has been more apparent. Flexibility in their educational approach, content, and environment, using their self-directed learning, whole-brain thinking and digital learning competencies to transition during a crisis, is on demand. This study was conducted with interest in the modifications and alterations made to instructional practices for digital learning rather than in the type of technology used or digital network failures.
... This theory emphasizes that learning occurs within networks, both human and digital. Online communities, social media, and collaborative platforms are vehicles for knowledge dissemination and acquisition (Downes, 2006). Connectivism recognizes technology as the key player that connects learners to information and to each other. ...
Study habits have undoubtedly been influenced by and transformed by the intensive use of media and technology. With the implementation of a hybrid learning modality, this study assessed the Mathematics performance of high school students in relation to their media and technology usage. The study aimed to determine the high school student's academic performance in Mathematics and their use of media and technology in learning. Descriptive statistics and correlation analysis was used in the treatment of data. The findings indicated that the students have satisfactory mathematics performance. They also moderately utilized media and technology in learning Mathematics. The result of the study revealed a statistically significant relationship was found to exist between Mathematics performance and media and technology usage. Therefore, optimizing the use of media and technology in learning Mathematics is essential to enhance students' Mathematics performance.
... Our teachers need a clear idea of what these impacts will mean, and it is critical to discuss the broader implications, such as how these shifts might alter student engagement, the relevance of curriculum content, and the broader societal expectations of the educational system. They recognize the need to change didactic approaches (Churchill, 2017;Downes, 2012) tied to the newly constructed reality (Floridi, 2014), which extends beyond the classroom to influence students' preparation for a rapidly changing digital world and their ability to function as informed citizens in a democratic society. ...
This study investigates information literacy among 307 prospective teachers at Masaryk University’s Faculty of Education. Employing qualitative research and thematic analysis, the research identifies core competencies and challenges with information literacy in pedagogical practice. Key implications include integrating information literacy into the curriculum, enhancing ICT confidence through hands-on experience, and leveraging high-quality online resources. Students form intuitive models of working with information that does not allow them to fully adapt their teaching by using digital resources. The study emphasizes the necessity for educators to employ a variety of search tools, critically assess information sources, and engage in reflective practice. It advocates for a dynamic conception of teacher identity, adaptable to the evolving demands of knowledge and technology.
... It looks back to objectivism (behaviorism), pragmatism (cognitivism), and interpretivism (constructivism). The connectivist theory focuses on knowledge dissemination across a network of connections into its nodes, and learning consists of the ability to construct and traverse those nodes connected into networks (Downes, 2012). Therefore, connectivism describes successful networks and practices that lead to such networks, characterized by knowledge, learning, and community. ...
... It suggests that LLMs can take up the role of an MKO and aid the learners with scaffolding and expanding their current developmental zones (Stojanov, 2023). It illustrates decentralised learning that emphasises the importance of networks (Downes, 2012). It affirms that every factor (human, non-human) contributes to the learning process through their relational agencies within a specific social and cultural context (Lenters & McDermott, 2020). ...
This study investigates the efficacy of artificial intelligence in facilitating networked learning that aids educators in creating inclusive and academically responsible learning environments in Indian English for Specific Purposes (ESP) classrooms. Designed as a qualitative case study, the intervention involves twenty participants from an engineering institute in India, who engaged with AI and chatbots in pairs to learn and build on their content knowledge on sustainable practices in engineering. The theoretical foundation for the study is grounded in Vygotsky’s Zone of Proximal Development (ZPD) model and the theory of Connectivism, both of which were utilised for an in-depth data analysis. This exploration posits that the process of learning involves connecting various information sources and the ability to make connections between and across discourses, concepts, fields and experiences. Therefore, the non-linearity in learning involving human, non-human and technological resources is analysed through the connectivism theory (Siemens, 2005a, b & Downes, 2005a, b). The findings of the study discuss the pedagogical implications of incorporating AI and chatbots among tertiary-level learners and examine the ethical and social consequences of accommodating them in the learning assemblage. The results of the study will also enable educators to formulate strategies to include AI in teaching and learning methods through the affordances of connectivism.
... Un segundo aspecto del modelo es la comunidad de aprendizaje, concebida como un espacio donde la interacción entre estudiantes y estudiante-profesor son relevantes para la construcción social de conocimiento. Downes (2012), considera que la comunidad de aprendizaje online son entornos educativos superiores al "curso" o "clase reglada". Una de las claves es el conectivismo que las TIC facilitan permitiendo colaborar y compartir al interior de una comunidad. ...
El aprendizaje propedéutico es una base para el éxito académico de los estudiantes, ya que ayuda a prepararlos para el aprendizaje de otras asignaturas. El presente articulo tiene como objetivo general analizar las estrategias implementadas en el aprendizaje propedéutico del Instituto de Admisión y Nivelación de la UTM, identificando sus desafíos actuales y proponiendo mejoras que contribuyan al éxito académico de los estudiantes. La metodología utilizada consta con el tipo de investigación descriptiva y exploratoria, tiene el diseño de la investigación no experimental y transversal con un enfoque de la investigación cualitativo, hermenéutico e histórico-lógico, cuenta con métodos empíricos desde la observación participante utilizada para analizar la dinámica del aprendizaje propedéutico en su contexto real. Con entrevistas semiestructuradas: aplicadas a 35 docentes y 60 estudiantes para conocer sus experiencias y opiniones sobre las estrategias utilizadas. Como resultados, en las entrevistas mencionaron que se han utilizado diversas estrategias para fomentar la motivación de los estudiantes y mantener su interés en el contenido académico. Estas incluyen la creación de actividades interactivas, el uso de ejemplos y casos prácticos relevantes para fomentar el aprendizaje. Como conclusión se destaca las estrategias pedagógicas planteadas en esta investigación constituyen una intervención psicopedagógica como solución al problema sujeto de estudio.
... Bu durumun değişen ve gelişen teknolojinin yansıması sonucunda öğrenme ve öğretme şekillerimizi değiştirdiği ve bu bağlamda ortaya çıkan "Bağlantıcılık" (Connectivism) kuramı ile ilişkili olduğu söylenebilir. Kurama göre (Downes, 2012;Siemens, 2005) sosyal ağların yaygınlaşması ile birlikte bireysel ve örgütsel öğrenmenin iç içe olduğu ve bir "ağ toplumu"nu oluşturduğu ve öğrenmenin bu ortamlarda plansız bir şekilde gerçekleştiği ifade edilmiştir. Öğrenmenin bir topluluk olup sosyal ağ veya veri tabanı bağlamında gerçekleşebilen bir süreç olduğu "bilgiden bilgi üretmek" ile kişinin neyi bildiğinden ziyade ne öğrenebileceği ve bilgiye nasıl ulaşılabileceğini bilmenin daha önemli bir hale geldiği belirtmiştir (Gülbahar, 2018). ...
The Alpha generation, considered to have a transformative impact, acquires many skills at a much earlier age compared to previous generations. This explanatory sequential mixed-methods study investigates whether the early childhood Alpha generation possesses the attributed skills of "digital literacy, problem-solving and critical thinking, creativity, and collaboration." The study's participants consisted of 279 normally developing children aged 5-6 attending preschool in public and private schools in Diyarbakır, along with 33 parents and 12 teachers who provided information about these children. Data for the study were collected from several sources to comprehensively evaluate the children, using tools such as the "Personal Information Form," "Problem-Solving Skills Scale," "Media Literacy Scale Child Form," "Early Childhood Creativity Scale," "Social Skills Scale," "interviews with teachers and parents," and "observation forms." Quantitative findings indicated that the Alpha generation in early childhood exhibited high levels of problem-solving and critical thinking, creativity, and collaboration skills, while their digital literacy skills were at a moderate level. Additionally, it was found that problem-solving, critical thinking, and digital literacy skills varied according to the child's access to digital devices and socioeconomic status, while creativity skills differed based on the technological
resources available in schools. Similar to the quantitative findings, qualitative findings revealed that early childhood Alphas had high potential, learned quickly, and acquired many concepts from YouTube due to their visual learning preferences. It was determined that their readiness level was advanced even before starting their formal education. Furthermore, these children interacted with AI-supported digital tools, constructed problem situations, and engaged in physical games similarly to how they do in virtual environments. This highlights the need to reassess some of the integrations within the context of educational technology.
... GAI tools, particularly adaptive platforms like ChatGPT, serve as critical nodes within students' personal learning networks, enabling them to dynamically organize and process information. Connectivism emphasizes that the value of learning lies in forming connections between diverse information sources-including digital tools, peers, and academic content (Downes, 2012). The preference for versatile and responsive platforms reflects this principle, as students prioritize tools that facilitate immediate access to relevant information and support decision-making as part of the learning process. ...
The integration of generative artificial intelligence (GAI) tools in higher education offers new opportunities for personalized learning, critical thinking, and digital literacy. However, socio-economic disparities and ethical concerns present significant challenges to equitable and responsible GAI use, particularly in under-resourced educational settings. This mixed-methods study explored how undergraduate students at Universidad Centroamericana José Simeón Cañas (UCA) in El Salvador engage with GAI tools, focusing on patterns of access, usage, and the socio-economic and ethical factors shaping these interactions. A quantitative survey of 365 students and qualitative focus groups with 25 participants were conducted to examine device preferences, tool usage, and concerns related to academic integrity, data privacy, and responsible AI use. Results revealed significant socio-economic disparities in access to GAI tools, with students from lower-income backgrounds primarily using smartphones and free AI tools, while higher-income students reported greater access to laptops and premium features. Ethical concerns were more prominent among students with limited institutional support, highlighting the need for structured guidance on the responsible use of GAI tools. These findings underscore the importance of institutional policies that promote equitable access to educational technologies and provide ethical frameworks for their use. By integrating socio-constructivist and connectivist learning theories, this study emphasizes that equitable access and guided support are critical for maximizing the educational potential of GAI tools. The study contributes to ongoing discussions about how higher education institutions, particularly in the Global South, can responsibly and effectively integrate AI technologies to support diverse student populations.
... Por su parte, George Siemens y Stepen Downes en su teoría del "conectivismo" plantean la importancia del aprendizaje en redes y entornos digitales. Estos autores son una referencia clave en este enfoque (Siemens, 2004(Siemens, , 2006Downes, 2005Downes, , 2006Downes, , 2013. Así, "el aprendizaje es un proceso que ocurre dentro de entornos nebulosos de elementos centrales cambiantes, no completamente bajo el control del individuo" (Siemens, 2004: p.s.n). ...
Este artículo da a conocer una teoría axiológica de la Educación Abierta y a Distancia como didáctica transdisciplinaria en la formación universitaria, enfocándose en el Programa Académico Santa Bárbara de Barinas, Universidad Nacional Experimental de los Llanos "Ezequiel Zamora" (Unellez). Con un enfoque cualitativo y un paradigma interpretativo post-positivista, se utilizó el método fenomenológico para explorar la experiencia subjetiva de cuatro docentes participantes. La investigación, en modalidad b-learning integró Tecnologías de Información y Comunicación. Las entrevistas en profundidad fueron la técnica de recolección de datos, y el análisis se llevó a cabo con el software atlas.ti 23 mediante codificación y teorización. Las conclusiones obtenidas indican que los docentes desempeñan roles diversos y poseen experiencias significativas de gran valor en el contexto de la Educación Abierta y a Distancia.
... Las plataformas digitales y las herramientas interactivas jugaron un papel crucial en la creación de un entorno de aprendizaje adaptable y accesible que permitió a los estudiantes conectarse entre sí sin importar su nivel de habilidad para compartir vivencias y aprender de forma colaborativa. Según Downes (2012), el aprendizaje en red se fundamenta en la interacción entre otros estudiantes y profesionales que favorecen un entorno donde la variedad de puntos de vista enriquece el proceso educativo. ...
El proyecto “inglés para todos” hace inclusivo el aprendizaje del idioma inglés aplicando estrategias didácticas que faciliten la participación de alumnos con necesidades diversas. El estudio ha tratado de crear un entorno accesible para todos los estudiantes, cualesquiera que sean sus condiciones de origen, y promover la equidad en el acceso al aprendizaje de idiomas. Las estrategias metodológicas seguidas resultaron ser variadas, incluyendo el uso de tecnología educativa, adaptaciones curriculares y formación del profesorado, entre otras. Se intentó desarrollar una mejor comprensión y dominio del inglés haciendo las clases más interactivas, utilizando recursos visuales y adaptándose así a las necesidades de los alumnos con dificultades de aprendizaje. Los resultados del proyecto revelaron que hubo una mayor participación y un mejor rendimiento entre los alumnos, lo que indica que las estrategias inclusivas favorecieron la integración y el aprendizaje eficaz. También se ha observado que el aumento de la motivación y la confianza en sí mismos de los participantes ha dado lugar a un entorno de aprendizaje más positivo. En conclusión, este proyecto apuntó hacia la eficacia de la estrategia inclusiva para mejorar el aprendizaje del inglés en contextos diversos y recomiendan su aplicación en otros entornos. El enfoque no sólo beneficia a los estudiantes con necesidades especiales, sino que también fomenta la igualdad y la accesibilidad en toda la comunidad educativa.
... Class connection, which garnered only 16% of DO trainers' votes, being the least relevant for PS trainers, contradicts the common belief (Bailey, 2012;Morreale et al., 2019) that student participation and building a sense of community ensures the success of both synchronous and asynchronous online courses. Building student connections and community in DO instruction, is a key Connectivist value (Downes, 2012). Lack of collaboration and networking results in students missing out on opportunities for interactive learning and deep engagement, which are critical components of online education (Madzlan et al., 2020;Parra et al., 2022). ...
Just as we can’t expect actors trained primarily for the stage to perform the same way in films, conventional Public Speaking (PS) must adapted to digital environments. This shift emphasizes the need to treat Digital Oratory (DO) as a separate, skill-based discipline. Our research aims to examine DO instruction in English as a Foreign Language (EDO) at the high school level. To evaluate the integration of Constructivism, Connectivism and Multimedia Learning Theories in EDO training, a mixed-methods study technique was employed, which involved creating a structured questionnaire, validating and disseminating it to communication experts (N = 52) worldwide. We have uncovered that EDO shares many fundamental characteristics with traditional PS while exhibiting distinct features. EDO prioritizes creativity, active listening, and leadership while also addressing the technical and digital competencies necessary for effective communication. Key challenges in implementing EDO courses include the lack of teacher training, institutional support, and inadequate technological infrastructure. EDO embraces an audience-centered and technology-based approach to communication training. Persuasive, prepared, and impromptu speeches, dynamic feedback, and interaction with the audience, as well as a balanced approach to the training of the rhetorical canons are an integral part of EDO. EDO training equips individuals with essential skills for 21st-century professional and personal development.
... Segundo Siemens (2015), essas teorias foram formuladas dentro de uma lógica de escassez de informação. Num mundo ligado em rede, com abundância de informação, que é o contexto dos ambientes pessoais de aprendizagem, saber com precisão que informação se adquire é muito relevante (DOWNES, 2012). ...
Aprender ao longo da vida através de ambientes pessoais de aprendizagem O que pensa de aprender ao longo da vida? Muitos de nós descrevemo-nos com termos que moldam a nossa identidade. É comum ouvir pessoas dizer "eu sou músico", e esse comportamento confere à pessoa uma sensação de pertença a algum grupo. Outros preferem descrever-se através das suas características ou estilo de vida, tais como extrovertido, vegetariano, inteligente, e cada classificação equivale a algo peculiar de cada indivíduo. Vivemos no mundo líquido, de incertezas, e, pela primeira vez, temos dificuldades em saber o que ensinar às futuras gerações. Tudo muda rapidamente e as informações tornam-se obsoletas a uma velocidade impressionante. O que ensinar? Sabemos quais serão as profissões necessárias nos próximos 30 anos? Não temos a resposta. Por isso, talvez seja o momento de nos descrevermos mais frequentemente como "eternos aprendizes". Abraçar a ideia de aprender para sempre pode soar estranho, pois quebra o conceito da aprendizagem tradicional, centrada no professor, cuja presença materializava a ideia do aprender. Seria ótimo ter sempre um bom professor ao lado fazendo a mediação entre você e o conhecimento, não é? Entretanto, aprender ao longo da vida também implica a
... Despite their relatively recent emergence, MOOCs are no longer viewed as a singular concept. Downes (2012) introduced a notable distinction between two types of MOOCs and their pedagogical approaches: cMOOCs (Connectivist MOOCs) and xMOOCs (derived from Edx, a prominent MOOC platform). cMOOCs embrace a learner-centred pedagogical philosophy rooted in connectivist principles, while xMOOCs adopt an educational approach focused on knowledge transmission, akin to a cognitive-behaviourist perspective. ...
By providing creative solutions that improve teaching and learning, artificial intelligence is
completely changing the educational landscape. AI technologies are revolutionizing traditional
pedagogical approaches through intelligent tutoring systems and individualized learning
environments. Natural Language Processing (NLP), one of the many subfields of artificial
intelligence, has become a potent instrument with the potential to revolutionize education. With
an emphasis on the use of natural language processing (NLP) in chatbot-based interactions,
content summarization, and automated language translation, this chapter examines the wider
ramifications of AI in education.
Ce travail propose une analyse des treize dernières années de recherche internationale sur le digital learning en formation d’adultes (2012-2024), mettant en lumière les usages et effets des technologies numériques et de l’intelligence artificielle générative (IAG) émergente sur les apprentissages. Fondée sur une revue systématique et un corpus finalement composé de 62 publications internationales, elle s’intéresse aux apprentissages formels et informels, en insistant sur les transformations pédagogiques, organisationnelles et techniques dans ce domaine. Les résultats révèlent que la recherche sur les dispositifs de formation reste fragmentée, souvent limitée à des travaux empiriques isolés et à des retours d’expérience, avec une prédominance des études au niveau micro. Globalement, sur la période, ce sont plus les innovations technologiques qui inspirent la recherche en andragogie que l’inverse. À part pour le cas particulier de l’IAG en pleine déferlante, les modèles théoriques utilisés sont les mêmes que sur la décennie précédente, le cas échéant affinés ou spécialisés selon les thématiques, les projets pédagogiques ou les technologies. Au vu du manque de revues systématiques et de travaux à logique cumulative, les auteurs suggèrent la création d’un observatoire de la recherche sur la relation entre technologie et formation des adultes.
The talk commences with analyzing the influence of user experience in e-learning and the transition from Web 2.0 technologies to the current Web 3.0 paradigm. The chapter delves into the theory and application of designing contemporary ubiquitous interfaces, with a focus on the significance of developing immersive and captivating learning environments. This study delves at the role of serious games and entertainment technologies in improving educational experiences, with a focus on their capacity for facilitating successful learning. The investigation encompasses the utilization of online communities and social media platforms for both business and education, emphasizing the interdependent nature of digital engagements. The chapter explores the importance of human-computer interaction in meeting the varied demands of learners and customers. It highlights the function of interfaces in structuring educational experiences.
This study aimed to provide standards for the quality of teaching content design for Massive Open Online Courses (MOOCs). To achieve this goal, the study used a qualitative methodology, in which interview questions were used to collect data consisting of three questions. (15) experts who hold doctorate degrees in the field of educational technology from Jordanian universities were interviewed. The study found (90) standards from their point of view that must be ensured when designing the teaching content for these types of courses. The study recommended the importance of adopting these standards by faculty members, educational institutions, and instructional designers because they are major providers of this type of MOOCs courses.
Penelitian dan pengembangan ini bertujuan untuk menghasilkan media pembelajaran E-LKPD berbasis PBL untuk meningkatkan kemampuan berpikir komputasional peserta didik. Jenis penelitian ini adalah penelitian pengembangan yang menggunakan model pengembangan 4D yaitu: (1) define, (2) Design, (3) Develop, dan (4) Disseminate. Hasil penelitian menunjukan: (1) Uji validasi ahli materi bahwa media yang dikembangkan sangat layak skor rata-rata 84%. (2) Uji validasi Ahli Desain Instruksional kriteria sangat layak skor rata-rata 87%. (3) Uji validasi Ahli Media kategori sangat layak skor rata-rata 83%. (4) Uji coba perorangan kriteria sangat baik dengan skor rata-rata 90%. (5) Uji coba kelompok kecil kriteria sangat baik dengan skor rata-rata 87%. Dan, (6) Uji coba lapangan kriteria sangat baik dengan skor rata-rata 89%. Uji kepraktisan oleh guru sangat baik dengan skor rata-rata 88%, sedangkan hasil uji kepraktisan pada siswa skor rata-rata 90% kategori sangat baik. Hasil percobaan penggunaan E-LKPD berbasis PBL pada kelas eksperimen rata-rata hasil belajar 86, sedangkan siswa yang diajarkan tanpa menggunakan E-LKPD berbasis PBL nilai rata-rata 70. Pengujian hipotesis menggunakan Independent t-test mendapatkan hasil sig. (2-tailed) sebesar 0,000 yang mana hasil tersebut < 0,05 terdapat perbedaan yang signifikan antara kelas yang dibelajarkan menggunakan E-LKPD berbasis PBL dengan kelas tanpa menggunakan E-LKPD berbasis PBL. Oleh karena itu, penggunaan E-LKPD berbasis PBL dalam pembelajaran efektif untuk meningkatkan kemampuan berpikir komputasional peserta didik. Kata Kunci: E-LKPD, Problem Based Learning, berpikir komputasional Abstract: This research and development aims to produce E-LKPD learning media based on PBL to improve students' computational thinking skills. This type of research is development research using the 4D development model, namely: (1) define, (2) Design, (3) Develop, and (4) Disseminate. The results of the study showed: (1) The validation test of the material expert that the media developed was very feasible with an average score of 84%. (2) The validation test of the Instructional Design Expert criteria was very feasible with an average score of 87%. (3) The validation test of the Media Expert category was very feasible with an average score of 83%. (4) Individual trials criteria were very good with an average score of 90%. (5) Small group trials criteria were very good with an average score of 87%. And, (6) Field trials criteria were very good with an average score of 89%. The practicality test by the teacher was very good with an average score of 88%, while the results of the practicality test on students had an average score of 90% in the very good category. The results of the experiment using PBL-based E-LKPD in the experimental class average learning outcomes of 86, while students who were taught without using PBL-based E-LKPD had an average score of 70. Hypothesis testing using the Independent t-test obtained sig. (2-tailed) results of 0.000 which results <0.05 there is a significant difference between classes taught using PBL-based E-LKPD and classes without using PBL-based E-LKPD. Therefore, the use of PBL-based E-LKPD in learning is effective in improving students' computational thinking skills. Keywords: E-LKPD, Problem Based Learning, computational thinking
In recent years, digital learning has emerged as a transformative force in education, revolutionizing traditional teaching methods and enhancing the learning experience. This article explores the profound impact of digital learning on education systems globally, focusing on its potential to democratize access to knowledge, improve educational outcomes, and prepare students for the challenges of the 21st century. Through the integration of various technologies, including e-learning platforms, virtual classrooms, and mobile applications, digital learning has reshaped the educational landscape, making learning more flexible, accessible, and engaging. This paper discusses key aspects of digital learning, such as its role in personalized learning, the expansion of global learning networks, and its ability to bridge gaps in education accessibility. Additionally, the article highlights the challenges and opportunities that arise with the widespread adoption of digital learning, including issues related to digital equity, teacher preparedness, and technology infrastructure. Drawing on existing research and case studies, this paper provides insights into the ongoing evolution of digital learning and its potential to redefine the future of education.
This study aimed to investigate the awareness, perceptions, and practices of Saudi EFL teachers in Computer Assisted Language Learning (CALL) materials in EFL context of Saudi universities. Employing a quantitative approach, the study surveyed 77 EFL teachers engaged in online teaching, the study found that EFL teachers demonstrated a comprehensive awareness of CALL materials, although they heavily rely on self-created content, indicating a shortage of specialized resources. They often preferred multimedia materials without being ensured of constructive engagement of learners in learning environment. Their pedagogical choices in adopting CALL materials are in the phase of transition towards learner-centric design and they need additional support to address the concerns of self-regulated and collaborative Saudi undergraduates. In addition, the study identified a disparity between the desire for authentic learner-centeredness and the availability of engaging materials. The practices of EFL educators genuinely focus on designing learner-centered CALL materials, yet improvements are necessary to create more reflective and self-guided learning environments. These findings are based on quantitative data, potentially limiting the depth of analysis and findings. The study's utility primarily extends to Saudi universities and teachers to improve teaching practices and conduct qualitative research to further investigate this area of research. Its findings may be useful for digital educational stakeholders in Saudi Arabia.
As much as learning changes under the influence of new technologies, learning itself changes the digital environment in which it takes place, making it adapt to our needs. The paper analyses different perspectives and options that digital environment provides for lifelong learning. Digital platforms, resources, and tools enable flexibility, availability, and personalisation of learning, contributing to personal development and professional adaptability of individuals. On the other hand, the paper looks at the challenges, such as digital (il)literacy, the use of digital technologies, and the creation of the environment for digital lifelong learning. The theoretical part of the paper investigates the theory of connectivism in adult learning and collaborative learning, with an emphasis on the necessity of a hollistic approach which integrates technical, pedagogical, and social dimensions of learning in digital environment. Based on the theoretical analysis, the authors offer recommendations for future conceptualizations of education in digital environment, with an emphasis on the development of interactive virtual learning environments based on the principles of the pedagogy of social knowledge and collaborative intelligence, as well as on the creation of space for learning through the process of dialogue, and overcoming the dichotomy between traditional and digital learning environment. Our conclusion is that digital environment, despite the challenges, represents the key platform for the empowerment of individuals and the community in the context of global changes and social progress.
In a post-pandemic context, education has had to adapt to ensure effective learning, highlighting the importance of technologies in classrooms. This research aimed to evaluate how the integration of digital tools influences the meaningful learning in mathematics of high school students at the Alfonso del Hierro La Salle Private School. A mixed methodological approach was used, which included documentary analysis, student surveys and teacher interviews, developing a case study to delve deeper into the topic. The results showed that, although the majority of students positively value the use of digital tools, there are disparities in perceived effectiveness, especially in areas such as gamification and logical reasoning. The lack of unified teacher training consistent with the school's educational model has led to an uneven implementation of these tools, affecting the learning experience. The main conclusion is that, although digital tools can facilitate meaningful learning, their success depends on the continuous and specialized training of teachers, as well as a unified pedagogical framework that allows teachers to offer quality classes adapted to the needs of the students.
Geographical education and digitalization are closely intertwined because our understanding of the world is increasingly based on hybrid and digital spaces. In this chapter, we will delve into the connections between the digital condition and the teaching of geography, moving beyond the traditional use of GIS or digital maps and globes to enhance geography learning. At this, we will outline essential factors to consider when developing this educational approach. To meet this challenge, we will further present an updated educational approach named “Spatial Citizenship,” which offers a promising path forward. Additionally, we will introduce the differentiation between “learning with,” “learning about,” and “learning through Geospatial Technologies and geomedia.”
Background and Aim: Currently, blended learning can complement traditional classrooms. This study aimed to investigate the effectiveness of MOOCs-based blended learning in management courses, explore if there was any difference in the students’ engagement, and gauge to what extent the students’ satisfaction was influenced in the MOOCs-based blended learning environment. Methodology: A quasi-experiment was conducted in the research. The population was students majoring in Business Administration in Liaoning Province, China. The sample was 74 first-year students majoring in Business Administration who registered online for the first semester of 2023 at Liaoning University of Science and Technology. Performance pre-tests and post-tests were used to investigate the students’ academic performance. A questionnaire was used to explore the students’ engagement and satisfaction. SPSS was employed to make an analysis and interpret the conclusion. Results: The validity and reliability of the instruments were all testified in the research. After comparing the score improvement and engagement in the control group and treatment group by independent samples t-test, students’ ability and engagement were improved in the treatment group. According to the analysis from the questionnaire, students showed active satisfaction with the teaching mode. Conclusion: The findings of this research suggested that MOOC-based blended learning in management courses could stimulate learning motivation and improve teaching effectiveness.
In 2023, the number of Social Networking Site (SNS) users surpassed 4.8 billion and is projected to reach nearly six billion by 2027. Approximately 65% of the global population has an SNS account, though usage varies significantly across regions. In Europe, 99% of the population uses the Internet, with 82% having an SNS account. In contrast, only 50% of Africa's population uses the Internet—below the world average of 61.8%—and 50% have an SNS account. Despite the growing demand for SNS, users must develop critical discernment skills to filter content that aligns with factual accuracy while accommodating their personal beliefs and preferences. SNS can be seen as a dichotomous environment shaped by diverse influences. Given the pervasive presence of SNS in contemporary society, their effects on informational control, and the potential benefits and drawbacks they pose for students, it becomes imperative to ascertain whether students deem information from SNS more pertinent than that imparted in classrooms. Thus, this study seeks to address the following question: Do European and African students assign greater relevance to information obtained from Social Networking Site in comparison with the information they receive in class? Methodologically, this study adopts a quantitative approach, grounded in hypothetical-deductive logic and underpinned by a positivist epistemology. Data collection was executed through an online survey, yielding a total of 205 responses from countries across Africa and Europe. The results hold significant implications for both practitioners and academia. For academia, our study suggests that individuals within the academic environment tend to prioritize information acquired in educational settings over that obtained from Social Networking Sites. For practitioners, this study highlights discernible trends in the information consumption habits of individuals in Africa and Europe, shedding light on the importance they ascribe to their primary information sources.
The rapid digital transformation in society has significantly altered the landscape of education, challenging traditional learning theories that have long guided pedagogical practices. This review paper critically examines traditional learning theories, namely behaviorism, cognitivism and constructivism in comparison with connectivism, a theory emerging from the need to understand learning in the context of technology and networked systems. Each of these learning theories presents unique perspectives on the nature of knowledge acquisition, the role of the learner, the teacher’s responsibilities and the influence of technology in the learning process. Behaviourism emphasizes observable behaviour changes as a result of conditioning, viewing learning as a passive response to external stimuli. Cognitivism shifts the focus to internal cognitive processes, where learners actively process, store and retrieve information. Constructivism, on the other hand, posits that learners actively construct their knowledge through interaction with their environment and through social contexts, stressing the importance of real-world tasks and collaboration. Despite their foundational influence, these traditional models struggle to fully address the complexities of learning in a digital and highly connected world. Connectivism, introduced by George Siemens and Stephen Downes, offers a more adaptive model suited for the digital age, where learning is viewed as a process of connecting information across networks. It shifts the focus from individual cognition and personal knowledge construction to the importance of connections, networks and technology. In a connectivist model, knowledge is distributed across a network of nodes (individuals, digital resources and communities) and learning is the ability to navigate and draw meaningful connections from this distributed knowledge. This paradigm acknowledges that knowledge is constantly evolving and that learners must develop the skills to adapt to new information and technologies. The paper further contrasts how traditional theories approach learning environments, the role of the teacher and the integration of technology with Connectivism’s more fluid and decentralized approach. The traditional theories tend to support structured, teacher-centered environments where learners follow a set path to achieve specific learning outcomes. Conversely, connectivism thrives in dynamic, open-ended learning environments where the teacher acts as a guide or network curator, helping students develop the skills needed to connect with diverse sources of knowledge and collaborate with peers across digital platforms.
Keywords: Connectivism, Behaviourism, Cognitivism, Constructivism, Digital Learning, Traditional Learning Theories, Educational Technology, Networked Learning.
Cite as: Alam, M. A. (2024). Connectivism and Traditional Learning Theories: Implications for Contemporary Educational and Pedagogical Practices, Bhartiyam International Journal of Education & Research (A quarterly Peer Reviewed International Journal of Research & Education), Vol. 14, Issue-1, December 2024, pp.11-24. ISSN: 2277-1255. UGC Approved Journal No. 46921. http://www.gangainstituteofeducation.com/december-2024-volume-14-issue.html
Ang pag-aaral na ito ay isinagawa upang masuri ang antas sa pagkatuto ng mga mag-aaral gamit ang powerpoint at ang antas ng kasanayan ng mga guro sa paggamit ng powerpoint. Ito ay ginamitan ng kwantitatibong pananaliksik. Ang pag-aaral na ito ay isinagawa sa Paaralang Elementary ng Loacan, Loacan Itogon Benguet sa panurang taon 2024-2025 na may kabuuang labing walong (18) mga guro. Sa pananaliksik ginamit ang talatanungan para sa kailangang datos at ito ay sinuri batay sa resulta gamit ang frequency at weighted mean. Mula sa naging resulta ng pag-aaral ang kinalabasan ng pag- aaral ay ang mga sumusunod: 1) Ang paggamit ng powerpoint sa pagkatuto ng mga mag-aaral ay may katumbas na “Lubos na Epektibo”; 2) Ang antas ng mga guro sa paggamit ng powerpoint sa pagtuturo “Madalas Ginagamit”; 3) Ang pagkaseryoso ng mga hamon sa paggamit ng powerpoint ng mga guro ay “Seryoso”. Batay sa kinalabasan ng pag-aaral, nabuo ang mga sumusunod na konklusyon: 1) Lubos na epektibo sa mga mag-aaral ang kagamitang panturo na powerpoint bilang pantulong biswal sa Paaralang Elementarya ng Loacan sa Benguet; 2) Madalas na ginagamit ng guro sa paggamit ng powerpoint sa pagtuturo at pagkatuto ng mga mag-aaral; at 3) Seryoso sa paggamit ang mga guro ng powerpoint sa pagtuturo sa mga mag-aaral. Mahalaga ang kadalubhasaan ng mga guro sa paggamit ng makabagong teknolohiya upang makuha ang atensyon at makibahagi ang mga mag-aaral sa anumang aralin na panggagamitan ng powerpoint.
This article is part of the "Educação ON" project, an initiative aimed at studying the current state of distance education and developing an innovative digital platform to promote more interactive and collaborative learning environments. This project focuses on creating effective models of Massive Open Online Courses (MOOCs) for higher education, facilitating the dissemination of knowledge among university students in distance learning contexts. This particular study focuses on validating a MOOC course model adapted to higher education students, tested during the 2022/2023 and 2023/2024 academic years. The research was conducted by a multidisciplinary team of lecturers from a Portuguese higher education institution, with the participation of students from Portugal and Brazil, aiming to improve student engagement and retention in this educational context. The article presents a theoretical approach to the MOOC course prototype design, followed by the analysis of successful and unsuccessful cases. Additionally, it compares the characteristics, advantages, and disadvantages of different authoring software, culminating in the selection of the most appropriate technology for prototype development. This initial phase lays the groundwork for future implementations and tests within the project aimed at higher education students.
Numerous literature sources in computer programming education (CPE) have emphasized that learning programming is difficult. Several reasons are provided, which include subject complexity, student culture, technology integration, and institutional infrastructure. Several tools are proposed to remedy this situation, but the problem seems to persist. A critical systemic approach (CSA) is suggested in this study to alleviate these problems. Literature on the usage of a CSA in computing training environments is scarce. Utilization of the CSA permitted the researcher to apply a critical multi-methodology, where several interpretative data collection (diaries and online semi-structured interviews) and analysis (cross-case and collaborative) methods were employed. A purposive sampling technique was employed to select the study participants, namely five computing teacher trainees and two experts in critical systems thinking, human-computer interaction, computer science programming, and curriculum development. The computing teacher trainees collaborated with the initial data. At the same time, the experts contributed to the theory in the form of validation and provision of new insights that the teacher trainees overlooked. Some of the study results indicate that a more comprehensive stakeholder social contract is needed to remedy these problems. It was also observed that student profiling plays a significant role in computing learning and, if considered, would empower the computer instructor to accommodate student uniqueness. On the other hand, learner autonomy was considered critical as it empowers students to take ownership, take risks, continue learning, and critique learning.
This study assessed the impact of group discussions on students' academic performance in biology at Heyik Secondary School, Kaduna. The main objective was to explore how group discussions influenced students' understanding of biology, identify factors affecting their effectiveness, and address challenges like time management. Grounded in Behaviourism, Constructivism, Connectivism, and Experiential Learning Theories, the study used a survey design with 150 randomly selected senior secondary students. Data were collected via questionnaires and analyzed using SPSS, with descriptive statistics and correlation analysis to examine the relationships between group discussions, communication, and student performance. The findings showed a positive and significant correlation between communication within group discussions and improved biology performance. Both learning and development were also positively correlated with better academic outcomes, suggesting that group discussions enhance comprehension and retention. However, time management emerged as a key challenge, with scheduling conflicts and inefficient use of time limiting the benefits. The study recommends that educators focus on enhancing communication strategies, incorporating modern tools, and promoting continuous learning through curriculum and extracurricular activities. Continuous monitoring and evaluation, with regular assessments, will help refine communication and time management strategies based on student feedback and performances.
This chapter explores the ever-changing nature of philosophical perspectives and their impact on educational systems. The text examines fundamental principles such as constructivism and positivism, emphasizing their influence on teaching methods and research strategies. By understanding these paradigms, educators can more effectively negotiate the intricacies of knowledge generation and adjust to changing educational environments. This understanding promotes cooperation among different fields of study, improving the effectiveness of educational methods in a global setting.
When it comes to learning, what comes to our mind is memorizing long answers, diagrams, and tons of formulae that make no sense to us. Unfortunately, that is how we have grown up and how we perceive learning. But, now changing times have led to a paradigm shift in the education system. In simple words, the traditional education system is switching to the new know-how, replacing the age-old tools and techniques of learning that have been transpired for centuries. We now live in a time where several technologies, including artificial intelligence (AI), virtual reality (VR), augmented reality (AR), and countless more, are readily available to both students and the general public. We can leverage these technologies by personalizing learning and
redefinition the experience of learning.
The role of faculty in modern classrooms has evolved from traditional lecturing to dynamic facilitation of learning This chapter examined this paradigm shift in higher education. It investigated how faculty facilitate active student centered learning. The study was anchored on Piaget and Vygotsky's constructivist learning theory and Siemens and Downes' connectivism theory. A descriptive research design was embraced. Lecturers in public universities in Kenya formed the population of the study. Convenient and simple random sampling were used to select the participants. Data was collected using document analysis and questionnaires and was analyzed descriptively. The study established that a significant number of faculty used facilitative teaching methods. The study recommended that universities should promote facilitative teaching among faculty and educate students on benefits of interactive learning. Further studies should be carried out on sustainable models of professional development that support the ongoing evolution of teaching practices.
MOOCs and micro-credentials make high-quality education accessible to people from all backgrounds, leveling the playing field and promoting equitable access to skills and knowledge. These concepts are closely tied to global competitiveness by enabling individuals and economies to rapidly adapt to evolving skill demands, access cutting-edge knowledge, and foster innovation. This chapter aims to incorporate both concepts considering the sections and intersections from a global perspective to shape the future of education and bridge the skills gap. When the term makes it more important than ever to be competitive in a global sense, the chapter emphasizes to be aware of the competencies that the institutions have. Designing the skill-oriented online course contents would be a motivation source within the concept of internationalization. The recommendations for the stakeholders given in the frameworks that triggered the quality assurance, internationalization, and global competitiveness.
The headline was dramatic enough to cause a ripple in the reading public. "Students who use computers a lot at school have worse maths and reading performance," noted the BBC news article, citing a 2004 study by Ludger Woessmann and Thomas Fuchs (Fuchs and Woessman, 2004). It was not long before the blogosphere took notice. Taking the theme and running with it, Alice and Bill ask, "Computers Make School Kids Dumber?" They theorize, "If you track the admitted decline of education, you'll probably notice that it follows along with the increase of technology in the classroom." In a similar vein, James Bartholomew asks, "Do you think that the government will turn down the volume of its boasting about how it has spent billions introducing computers in schools (while keeping down the pay of teachers so much that there are shortages)? Do you think it will stop sending governors of state schools glossy pamphlets about insisting that computers are used in their schools as much as possible?" In this study, therefore, PISA looks well beyond educational attainment, and also includes school demographics, such as whether it is a public or private school, has large or small classes, or has access or not to technological resources. Finally, it does measure student information-their family background, access to books and computers and parental support as well. The PISA survey departs from previous surveys in disregarding the stated curricula of the schools being measured. Therefore, the conclusion is not surprising, nor even wrong for him to consider independently of any parental or teacher support, considered without reference to the software running on it, considered without reference to student attitudes and interests, does not positively impact an education. Finally, he focus on missing the reporting of results.
