CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter presents the review of related literature and studies taken from the books and
internet sources which are related to the study. The Internet (or World Wide Web) has been a
network of information sources since the 1990s, where users either searched for unique
information or came across information as they surfed, clicking from link to link via related web
pages. Internet users learned to enrich other learning activities while surfing and acquiring
knowledge, such as face-to-face conversation. As bulletin board discussions moved to the
internet, the ordinary internet user who lacked the technological expertise to build web pages
could also contribute online, where they could reach broader and more diverse audiences,
(Steinmueller,2002).

The rejection that knowledge is propositional by Connectivism precludes it from

compliance with concept 1 (Downes,2007b). The writing of Downes on connectionist/
connective knowledge is called “abstract knowledge or reasoning” (Downes, 2006a, 2006b),
while the writing of Siemens on connectivism is engaging and involves other ideas, more in line
with the concept of connectivism. The conjectural view of connectivism might help to explain
its attractiveness to the CCK 08 and CCK 09 participants, many of whom have been able to
integrate to integrate it into their own personal philosophy of learning and teaching in a
connected world, while Downes writes extensively on logic (1995-2001), connectivism can not
be defined as a collection of hypotheses linked to or phrased as a hypothesis that can be tested by
logical or mathematical argument.

Cornier (2008) recognizes that connectivism allows what they are doing to be legitimized
by a group of people (working with learning technologies). When we look at the effect
connectivism and the theory of the actor network had on the blogosphere and in more
conventional academic publishing ( using scholar,google.co.uk as much less than optimal proxy
for the latter), I we can see that after the publication of Siemens’ article in 2004, connectivism
made a huge splash in the blogosphere, but had a relatively limited impact in scholarly
publishing while discussion about actor network theory has continued to expand steadily in both
spheres. One reason for this is that only argument and exposition, but also the conduct and
publication of rich studies have established actor network theory and other robust theories of
social change. Alternatively, the blogosphere witnessed an immense growth in connectivism, the
peak coinciding with the very popular MOOC CCKO8. Taking 2008 as an example, by way of
argument, exposition, 2 and interaction through CCKO8, Siemens and Downes made a huge
contribution to Information to date, what emerges from rich practice studies has been missing.
This is evolving as at least two Connectivism related funded research initiatives are underway:
an analysis of personal learning environments led by Stephen Downes and research into how
open learning MOOCS can benefit the digital economy by George Siemens, Dave Cornier, and
Bonnie Stewart (George Siemens,2010).

Nevertheless, as they modelled the behaviors, they wanted their students to use the
CCK08 and to a lesser degree, CCK09 MOOCs Offered many opportunities for practitioners to
examine connectivism as a structure for their evolving practice. The networked interaction
experienced through blogs by some CCKO8 participants (also linked to forums) enabled them to
situate connectivism within their personal learning contexts ( Mak,Williams & Mackness,
2010).

This paper will extend the Connectivism Learning Theory of George Siemens ( Siemens
2005) to a number of educational settings and explain ways in which educators and scholars can
communicate their work and participate in public discussions using technology platforms
Connectivism Learning Theory by George Siemens was originally published in 2004 on his blog,
elearningspace.Org. He obtained input from other scholars over the next year, and revised the
theory based on feedback from the other scholars in 2005. Today the learning theory has been
embraced by learning institutions and the Massive Open Online Course (MOOC) movement has
been developed. Websites like Edx,http/www.edx.org/ have been developed by many learning
organizations that understand the evolving environment of how people learn, where they learn
and what they want to learn, where everyone can take a course and/ or participate in public
debate on a given subject. These MOOCs to drive the debate forward.

These MOOCs create a group of learners who continue to drive forward the discussion. The
Eight Principles of the Learning Theory of Connectivism by Siemens:

1. The plurality of views depends on learning and awareness

 2. Learning is a process where specialized nodes or sources of Knowledge are associated
3. In non-human appliances learning can lie
4. More critical that what is actually understood is the opportunity to know more
5. In order to promote continuous learning, fostering and sustaining relationships is
important
6. A core skill is the ability to see similarities between fields, ideas and concepts
7. The purpose of all connectivism learning activities is currency (accurate, up-to-date
knowledge)
8. Decision making is a learning process itself. It is seen through the prism of a changing
reality to choose what to learn and the sense of incoming knowledge, although there is
now a correct answer, it may be wrong tomorrow due to alterations in the information
climate affecting the decision.

The internet gives everyone a voice and an opinion. The power of opinion and the debate
of facts and non-facts is at the core of the question as to whether the internet has had a genuinely
positive effect on our culture at large. If one is to assume that knowledge and learning are
Siemens said there is diversity of opinions so systems need to be put in place to allow taking a
place for such debates. In several online communities and forums, these mechanisms are
missing. Collectives these procedures and protocols are required by online forums, and
communities that would in a normal and civil environment, views can then be expressed. What,
then will follow? It is an area for exchanging, extrapolating, and synthesizing fats and opinions.
Hopefully the end result is learning and knowledge.

http://www.irrodl.org/index.php/irrodl/article/view/902/1664
https://www.researchgate.net/publication/329862464_ORIGINAL_RESEARCH_ARTICLE_Usi
ng_connectivism_theory_and_technology_for_knowledge_creation_in_cross-
cultural_communication
https://files.eric.ed.gov/fulltext/EJ1219672.pdf
INSIGHTS LEARNED FROM REVIEW RELATED OF LITERATURE RELATED
STUDIES

A literature review of connectivism is given in this manuscript it provides facts and

thought in which connectivism, a modern philosophy of learning that has traditionally been used
for online learning is extended to leadership with the study on student’s assessment of
connectivism in relationship between business students with a stimulating debate on the still
unexplored possibilities of using connectivism in the twenty-first century to redefine leadership.
The paper aims to close the gap between the contributions of educational digital learning and the
field of the philosophy and development of education. It seeks to apply the core tenants of
connectivism to leadership theory in education and learning and to stimulate a discussion about
new forms of learning.

RELATED STUDIES

There is now an increasing number of students opting for online courses. They find the
classical modality of the classroom restrictive, inflexible, and impractical. Schools can now
provide effective classroom teaching through the Web in this age of technological advancement.
This change in the pedagogical climate causes academic institutions to reconsider how they want
the content of their course to be presented.