Jenkins 1

LaTonya Jenkins OMDE 601 Section 9040 November 24, 201 Essay ! "onnectivism T#eory an$ %ts &''(ication )it#in DE %ntro$*ction There are several theories relative to distance education (DE). During the time when technology did not have an influence on DE, the major theories adapted in DE courses consisted of behaviorism, cognitivism, and constructivism. However, with technology on the rise, connectivism has become one of the most popular and well recogni!ed learning theories in DE in a digital era. The theory can be defined as "a theoretical framewor# for understanding learning. $n connectivism, the starting point for learning occurs when #nowledge is actuated through the process of a learner connecting to and feeding information into a learning community% (&op ' Hill, ())*, p. (). +onnectivism can be e,plained as the combination of #nowledge, technology, and theory. The +onnectivism theory mentioned has an effect on the learning environment of DE students. -ith an increase in digital technology, learning in distance education has changed drastically over time. . diverse group of methods, s#ills and #nowledge are needed to learn effectively and efficiently in today/s society. This essay will e,amine the effect that connectivism has in DE0 its impact on technology, and its application within a DE learning environment. The research conducted in this essay will provide a thorough review of connectivism theory on the basis of connectivism defined, connectivism as a social framewor# and its process of operating, and connectivism compared to traditional learning theories. "onnectivism De+ine$ $n ())1, 2iemens, the developer of connectivism, defined the theory as learning for the digital age (3ell, ()44). This learning theory was formed with the impression that the e,isting three theories0 behaviorism, cognitivism, and constructivism could not overcome the challenges

Jenkins 2

addressed in a digital learning environment (+lara ' 3arbera, ()45). 6ver time, technology has contributed to how we function, communicate, learn, and interact (3ell, ()44). +onnectivism has emerged through networ#ing human intellect to establish information based technology. Technology plays an important role in the new form of DE, adapting to a time when technology has an impact on learning processes. 7urthermore, educational institutions are changing how they operate in order to manage learning during industriali!ation. "onnectivism an$ Socia( ,rame)ork +onnectivism changes the way educational institutions operate0 what, where and how students learn in a DE course. The incorporation of technology in DE is forcing students to improve their #nowledge, s#ills, and abilities. 2ince the introduction of DE, there has been an increase in online courses. .t the same time, online learning has contributed to the e,pansion of DE. +onse8uently, the way students learn are changing dramatically and institutions are continuously using technology as a critical tool in learning. 9earning is defined through connectivism as a repetitive process that occurs in a different environment utili!ing technology. There are several principles of connectivism: (4) there is diversity in opinion (() learning is processed through information (5) learning is present in technology (;) ability to #now weighs more than already #nown information (1) ongoing relations are needed to e,pedite education abilities (<) ability to foresee relationships in various areas (=) maintain accurate information of learning activities and (*) ma#ing important decision relative to learning (3ell, ()44). +onnectivism is concerned with how institutions are overcoming challenges and barriers of managing #nowledge, what e,ist in the database systems and whether it is connected to the right people at the right time (3ell, ()44). +onnectivism >rocess

Jenkins 3

The starting point in the +onnectivism theory is the individual (Tschofen ' ?ac#ness, ()4(). $n addition, connectivism is a process of learning that is not directly outsourced from an individual. 9earning happens from a source other than the individuals involved0 it is operated through an institution or a technology database that is responsible for the integration of information and resources that are available to help learners gain more #nowledge than what is currently available (Tschofen ' ?ac#ness, ()4(). $n DE, both teachers and students have to consider that new information is rapidly becoming available in the connectivism theory. $t is important to be able to distinguish relevant and irrelevant information when incorporating the connectivism theory in DE. 7urthermore, the connectivism theory places emphasis on how information resides in an institution. Tra$itiona( vs- "*rrent Learnin. T#eories There were several limitations of the traditional learning theories, behaviorism, cognitivism, and constructivism, which are now replaced with connectivism, the current learning theory in a technological learning environment. These theories were established when #nowledge was emerging slowly, during the time of correspondence and independent study. The previous learning theories fell short of everything needed to establish a successful learning approach in a technological learning era. .ccording to +lara and 3arbera (()45), the e,isting learning theories shared two common 8ualities (4) individuals are responsible for the #nowledge they ac8uire and (() #nowledge is a representation that individuals produce. Therefore, these 8ualities are not well suited in a technological learning environment. There are limitations of the e,isting theories "their intrapersonal view of learning0 their failure to address the learning that is located within technology and organi!ations0 and their lac# of contribution to the value judgments that need to be made in #nowledge rich environments%

Jenkins 4

(3ell, ()44, p. 4)(). The previous learning theories do not recogni!e that learning is processed and organi!ed outside of an individual, through the use of technology, and that learning occurs within institutions that are primarily responsible for the education that individuals receive. The behaviorism theory focused on teachers managing the student/s learning environment through te,t and activities to facilitate learning. .dditionally, the objective of the behaviorism theory is that #nowledge can be transferred from teacher to student, and ways in which teachers can ultimately control the students at a distance (?oore ' &earsley, ()4(). The cognitivism theory e,pands the mind of the learner. $t believes that the learner is in control of how information is processed and to what e,tent. 9astly, the constructivism theory concentrates on learners constructing new thoughts and concepts that is centered around their current #nowledge. $n this theory, the learner is responsible for converting information, generating hypotheses and ma#ing decisions (3ell, ()44). The learning theories mentioned above all focuses on different objectives. However, they all share a common goal, the way in which information and #nowledge is processed, whether it controlled by the learner or the teacher. The current learning theory, connectivism, is a framewor# where #nowledge is divided amongst "an information networ# and can be stored in a variety of digital formats. 9earning and #nowledge are said to rest in diversity of opinions% (&op ' Hill, ())*, p. (). 2ocial presence is imperative is the connectivism theory (.nderson ' Tron, ()44). "+onnectivism stresses that two important s#ills contribute to learning are the ability to see# our current information and the ability to filter secondary and e,traneous information% (&op ' Hill, ()44, p. (). +onnectivism is a framewor# of synergies for conducting developmental research, which consist of designed based research, activity theory, and online communities of practice (3oitshwarelo, ()44). $n DE,

Jenkins 5

individuals and networ#s are the major players in +onnectivism, responsible for wor#ing together to enrich #nowledge. "onc(*sion $n conclusion, connectivism is a networ# for learning. ?oreover, #nowledge is rapidly growing with an increase in information and resources that are available to students and learners. $n connectivism, interaction occurs within a networ# compared to the traditional learning theories, behaviorism, cognitivism, and constructivism where learning resides in the student or teacher. Technological advances will continuously impact DE environments and connectivism, these changes are unforeseen. 2tudents enrolled in DE courses should be aware of the advance in technology and the effect that connectivism can have on their curriculum. The ability to gain access to online information and services is a major function in connectivism. Therefore, it is important to have access to the technology and the internet. 9earning happens when individuals build networ#s between nods (3ell, ()44). +urrently, #nowledge is growing at a radically faster rate. There are several trends in an effective learning environment whether #nowledge resides in technology or an individual. 9earning is processed in different ways, depending on the learner. To effectively learn course materials, learners have to thoroughly understand the information being presented and to what effect it will impact their #nowledge and s#ills in +onnectivism theory.

@eferences

Jenkins 6

.nderson, T., ' Dron, A. (()44). Three Benerations of Distance Education >edagogy. International Review of Research in Open and Distance Learning, 12(5), *) C=. 3ell, 7. (()44). +onnectivism: $ts >lace in Theory $nformed @esearch and $nnovation in Technology Enabled 9earning: International Review of Research in Open and Distance Learning, 12(5), C* 44*. 3oitshwarelo, 3. (()44). >roposing an $ntegrated @esearch 7ramewor# for +onnectivism: Dtilising Theoretical 2ynergies. International Review of Research in Open and Distance Learning, 12(5), 4<4 4=C. +lara, ?., ' 3arbera, E. (()45). 9earning online: massive open online courses (?66+s), connectivism, and cultural psychology. Distance Education, 34(4), 4(C 45<. doi:4).4)*)E)41*=C4C.()45.==);(* &op, @ , ' Hill, .. (())*). +onnectivism: 9earning theory of the future or vestige of the pastF. International Review of Research in Open & Distance Learning, (5), 4 45. ?oore, ?. B., ' &earsley, B. (()4(). Distance education! " s#ste$s view of online learning. D2.: -adsworth +engage 9earning. Tschofen, +., ' ?ac#ness, A. (()4(). +onnectivism and Dimensions of $ndividual E,perience. International Review of Research in Open & Distance Learning, 13(4), 4(; 4;5.