Three problems with the connectivist conception of learning.
Connectivism, which has been argued to be a new learning theory, has emerged in the field of online learning during the last decade. On the World Wide Web at least, connectivism promises to establish learning spaces similar to those that Ivan Illich imagined in ' D eschooling Society', through so-ca...
| Publicado en: | Journal of Computer Assisted Learning Vol. 30; no. 3; pp. 197 - 207 |
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| Autores principales: | , |
| Formato: | Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2014
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=103946625&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 103946625 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2014 vid: 30 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 103946625 2012577926 10.1111/jcal.12040 103946625 ppf: 197 ppct: 10 formats: tig: atl: Three problems with the connectivist conception of learning. aug: au: Clarà, M. Barberà, E. affil: University of Barcelona sug: subj: Learning Theory Trends User-Computer Interface World Wide Web Educational Technology Psychosocial Factors Course Content Psychosocial Factors Lifelong Learning Online Services Education, Non-Traditional Psychosocial Factors Educational Theory Trends ab: Connectivism, which has been argued to be a new learning theory, has emerged in the field of online learning during the last decade. On the World Wide Web at least, connectivism promises to establish learning spaces similar to those that Ivan Illich imagined in ' D eschooling Society', through so-called massive online open courses ( MOOCs). In this paper, we critically examine the theoretical postulates of connectivism and identify three important psychological and epistemological problems, namely the lack of a solution to the learning paradox, the underconceptualization of interaction and the inability to explain concept development. Some of the theoretical deficiencies in question may explain certain learning problems experienced by participants in MOOCs. The paper concludes that, although MOOCs are a worthwhile experience and ought to be continued, connectivism as a learning theory has significant theoretical problems and should be profoundly revised if it is to explain and foster learning in such environments. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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