Constructivism Theory. Research associate Bates T, (2014).

The role of the conscience,

free will and social effects on learning is highlighted by constructivists. The social framework of

learning is important for many educators. Ideas are not only checked by the instructor, but also

by peers, classmates and associates. Learning is seen as a social activity, which demands contact

between students, teachers and others. Technology cannot effectively eradicate this social

method, but technology will make it easier. One result of constructivist theory is that each person

is special, since their relationship and their mission for personal significance make each person

distinctive. The principle of liberal education is that the principles and ideology that influence

the type of information gained should be taken critically conscious. This indicates an ongoing

examination and critique of information obtained. The important argument about this is that

learning is not linear or handpicked, at least not at the single stage. It cannot be substituted by

technology even though new skills and expertise are created. Constructivist approaches to

schooling and the Internet advancement contributed to a specific model of constructivist

education. Harasim (2012) now refers to the online principle of cooperation in learning (OCL)

OCL theory offers a learning paradigm that encourages and supports students to collaborate

actively to build awareness. The educator is not a fellow student but a guide to the class of

education or the top of the line in the discipline. Learning is understood as mental transition

which is the gateway to knowledge building. The learning operation requires the discipline

standards and debate mechanism that emphasize conceptual learning and develop awareness to

be educated and directed. This teaching methodology is somewhat distinct from more objective

methods of computer-assisted training, teaching robots and ai applications.

Connectivism Theory. Research associate Bates T, (2014). Connectivism is a fairly recent

theory of learning or metaphysics (it is not yet consented), it is still developed and established
and is currently extremely controversial with a large number of critics. Siemens, Downes and

Cormier built up their first MOOC, Connectivism and Connective Knowledge (MOOC), in part

for explaining a connectivism approach to teaching and in part for modeling it. Recently,

Downes (2014) outlined several links between person learning, individuals' commitment to and

flow of knowing and channels of learners in a general understanding of connectivism theory in

the presentation of The MOOC of One. In this lecture Downes describes a number of concepts

for connectivity 'groups' or CMOOCs, such as: learner control, content preference and

transparency, course participation, content, and diversity evaluation methods: Various materials,

individual experiences and various instruments, in particular for networking students and

generating debate and conversation opportunities Interactivity: mass contact between students

and co-operative education, leading to emerging awareness Connectivists like Siemens and

Down appear to be a little unclear about the position of teachers and educators, since

connectivism concentrates more on human learners, structures and information flow and the

resulting new ways of awareness. A teacher occurs as the primary function to provide the

learners the initial learning setting and context and help learners to build their own personal

learning environments and link them to 'successful' outlets, with the expectation that this

automatically leads to learning, by exposure to the information flow and to the independence of

the individual.