Running head: CONNECTIVISM AS NEW ELEARNING THEORY?

Connectivism: The New eLearning Learning Theory?

Melissa L. Fruechte

Purdue University
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Abstract

This paper explores empirical research on the idea of connectivism as an emergent

learning theory, its impact on learning in a digital environment and its relationship to the

foundational learning theories of behaviorism, cognitivism and constructivism. As

reflective practitioners, it is imperative that newly proposed theories be explored in

relationship to how each generation learns in respect to curriculum and instructional

delivery. Learning in a rapidly evolving and complex world of continuously updated

research and information necessitates a new look at how learners intake, create and apply

knowledge in an eLearning environment.

Keywords: Connectivism, eLearning, digital age, instructional theory, learning theory

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Connectivism: The New eLearning Learning Theory?

Proposed as a learning theory for the modern digital age, connectivism questions

the exclusive use and practicality of traditional learning theories such as constructivism,

behaviorism and cognitivism in an era where learning takes place extensively in online

environments. As a relatively newly proposed learning theory by Stephen Downes and

George Siemens, connectivism highlights the incredible impact that technology has on

how people learn, live, connect and share information in the modern world. Driscoll

(2005) states that in order for learning to occur, a change in performance or performance

potential must come about as a result of the learners experience and interaction with the

world (pg. 9). Within Driscolls definition of learning, the characteristics of

constructivism, behaviorism and cognitivism are highlighted with the idea that

knowledge acquisition is a goal that can be achieved through cognition or experience. As

information becomes more easily accessible, especially in online environments, the way

in which learners acquire and interact with information and the context in which that

information is used is shifting. As suggested by Siemens, the current foundational

learning theories can only be flexed and revised as conditions changed to a certain extent.

Eventually, the adaptations are no longer applicable and a wholly new theory is needed

(2008).

With the continued rise of information being available in an online context, it is

increasingly important that thorough attention be given to the design and development of

instruction of eLearning curriculum to ensure that it is rooted in sound instructional

theory. As new methods of learning arise and as how learners absorb information change,

it is critical to question whether or not the customary methods of learning theory and
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design are adequate in the continually evolving framework of learning. When referring to

learning in an online format, Anderson (2008) asserts the learning materials must be

designed properly to engage the learner and promote learning. The delivery method

allows for flexibility of access, from anywhere and usually anytime, but the learning must

use sound instructional design principles (p. 16). In an effort to continually reflect on the

efficiency of teaching practices and the design of instruction, it is essential that newly

proposed theories, their application in online learning and relationship to traditional

theories be explored in depth. In this paper, the foundations of connectivism, its

relationship and dissimilarities to commonly applied learning theories, application of its

use in eLearning design and development and suggestions for future inquiry will be

examined.

Literature Review

What makes a learning theory a theory? A learning theory is a framework that

describes and explains how new information is absorbed, processed and retained.

Countless factors impact a learners ability to absorb, process, retain and apply new

knowledge and each learning theory proposes guidelines about what influences are the

most impactful or relevant. Behaviorists consider learning a matter of conditioning,

cognitivists study the role of thinking and the learners mind in learning while

constructivists affirm that knowledge and understanding is derived from the learners

interactions with experiences and concepts. As Duke, Harper and Johnston (2013)

describe, a learning theory can be refined and revised as new information is discovered

and that its usefulness is in whether or not it can explain behavior. The question proposed

by connectivist theory is whether or not these existing theories of behaviorism,

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cognitivism and constructivism can still meet the needs of learners in increasingly

prevalent online learning environments and the needs of future learners (Kop & Hill,

2008).

The increasingly ease and ability to connect with others via web-based

applications is changing the face of instructional design, communication and knowledge

creation. Applications that support opportunities to learn and share information include

the World Wide Web, Web 2.0 tools, online discussion forums, email, wikis, social

networks and YouTube or any other tool that allows learners to share information with

other people. Siemens (2005) explores how the recent upsurge of technology reliance in

learning can be limited by the existing learning theories and questions how learning

structured in traditional theory is impacted when knowledge is not always acquired in a

systematic manner. Additionally, he questions what alterations need to be made in

learning theory and the instructional design approach when technology replaces many of

the cognitive operations typically made by learners (such as information storage, memory

and retrieval) and the impact of how new information is rapidly distributed to learners as

its discovered impacts the learners need to absorb information at a faster rate than ever

before.

Siemens (2008) identifies the principles of connectivism as follows: that learning

occurs in an assortment of opinions and is a process of connecting specialized nodes or

information sources. Additionally, the cultivating of connections is needed to facilitate

continual learning, the ability to see connections between disciplines, ideas and concepts

and the intention of continually pursuing the most current information are core concepts

within the theory. It is the learners goal to decipher the connections made to decide what
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the correct response is at that exact moment, as information is frequently updated.

Learning has occurred when connections have been made. As learners recognize

connections and patterns, the ability to absorb new ideas and information and apply them

to a situation is fundamental to the connectivist theory (Dunaway, 2011). This suggests

that there is a higher level of cognitive function utilized with the connectivist theory then

that of other theories, such as behaviorism where the action is viewed as the proof of

learning. Mackness and Tschofen (2012) define connectivist learning as a network

phenomenon, influenced, aided, and enhanced by socialization, technology, diversity,

strength of ties, and context of occurrence (p. 125). The networks, diversity and

occurrence of connections within learning are key attributes to connectivist theory.

Duke et al. (2013) posit that connectivism may not be that different from

conventional learning theories and that there is an overlap of conceptual frameworks

when applying this theory to instructional and eLearning design. Cognitivism is proposed

to be similar to connectivism in that connections and relationships are made with new

information as its discovered. Behaviorism, cognitivism and constructivism each

contribute to eLearning in a unique and practical way. Constructivism and connectivism

both embrace the social aspect of learning whereas meaning is created and connected by

the learner. Kropf (2013) points out that connectivism and constructivism also have

similarities in that social and cultural interactions become triggering mechanisms for

learning (p. 13). Behaviorist theory within an eLearning environment provides an

opportunity to learn facts and the basics of concepts, cognitivist theory emphasizes the

process of learning and constructivist theory moves learning into a practical application
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realm. All three of these theories provide learners with an opportunity to interact with and

make connections with information.

Dunaway (2011) explains that when learners interact with their personal learning

networks, their ability to construct knowledge takes place when the relationships between

ideas, opinions and viewpoints are realized. Connectivist theory suggests that the ability

to recognize patterns and make connections from networks enables learners to make

decisions quickly, apply the newly retrieved information and facilitate continual learning.

It is the learners responsibility to draw distinctions between what information is

important and what is unnecessary in order to apply the necessary information at the

needed time. Within an eLearning framework, connectivism creates an opportunity for

learners to subscribe to relevant networks; continually process newly retrieved

information and identifies the required information on an as-needed basis. Duke et al.

(2013) states connectivism is social learning that is networked (p. 6). This social

learning is propelled by the idea that decisions are being made as continually new

information is being processed and that the networks in which this information is being

retrieved from can be located outside of the learner. Given that information is constantly

changing, its validity and accuracy may change over time. It is the learners goal to seek

out the information that is needed to make a decision and filter out information that is

irrelevant at that given moment (Kop & Hill, 2008).

Application

The foundational concepts of connectivism and the reality that information is

evolving and being distributed at a rate never seen before offers a profound suggestion

that learning design requires a reflection and potential shift in how learning is structured
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and facilitated. While the existing theories still hold a significant place in many learning

environments, the utilization of technology in instruction, specifically eLearning, requires

instructional designers to be aware of the rapid development of technology growth and

the value of information that is created through online networks (Kop & Hill, 2008). It is

important to note that learners are not restrained to one learning network; rather, a

learners networks may overlap and that the theory of connectivism encourages the

ability to see connections between disciplines, ideas and theories. The great benefit of this

for learning and instructional designers is that there is a substantial opportunity to help

learners identify these interdisciplinary relationships, allowing for a depth of knowledge

that would otherwise be potentially be missed. An instructional designer or teaching

applying the connectivist learning theory would also aid students in finding appropriate

information to support learning and guide them in how to share their own knowledge. As

designers of learning, connectivism provides a framework for designing learning based

on how these vital connections are formed, understanding the impact of technology on

enabling (or hindering) the connections made by learners, what is specifically being

transferred between learners in different networks and what learning would look like if

developed strategically in the form of connections (Dunaway, 2011).

Dunaway (2011) notes that connectivism doesnt solely depend on learning

absorbed from web content; rather, students can also make connections between ideas

from personal communities and technologies. As an instructional designer, this revelation

is an important aspect of applying connectivist theory to instruction and learning design.

Designing learning with the opportunity to identify all potential communities in which

connections can be made is vital to the application of connectivism in eLearning. Both

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synchronous and asynchronous learning are elements of massive open online courses,

also known as MOOCs. MOOCs are an example of connectivist theory applied in that the

courses are open to the public with unlimited admittance of students in which learners

can interact with one another and support each members learning.

As a designer of eLearning instruction, the connectivist theory allows for

incredibly creative and innovative learning to occur. Within an eLearning format,

connectivism can help facilitate learning as students are able to make networks and

connections joining communities and networks that will help facilitate a deeper

understanding of a topic. Designing instruction within an eLearning context with the

connectivist approach requires that the learners be guided in knowing where to make

appropriate connections as well as how to decipher if information is worthy of further

investigation. Within an eLearning format, instructors utilized connectivist theory would

encourage learners to seek out information on their own and display their findings for

others to view, comment or refute.

As a relatively new learning theory, further research of connectivism and its role

in eLearning will be critical to determine its validity and future as a utilized learning

theory. Siemens (2005) highlights that the field of education has been slow to understand

the evolving impact of technology on learning theory and design. With this

understanding, connectivism and its foundations may provide insight into how learning

can best be designed in todays digital age. For connectivism to be considered as a

potential pillar in learning theory, its full limitations and strengths must be explored.

Without further investigation, the application of connectivism in eLearning may be

insufficient (Kop & Hill, 2008). Proposed research suggestions include exploration on
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how instructional designers can best design and facilitate nodes and communities in an

online format in which learners have the ability to make connections and appropriate

applications of new knowledge as it continually evolves. Furthermore, given the

abundance of resources available to learners today, inquiry into the best way to guide

learners in their ability to identify the most useful information and filter out unnecessary

content would be a useful topic of investigation. Finally, further exploration of how to

identify that learning has occurred within eLearning contexts needs to be investigated.

Conclusion

Connectivism as a new theory to how learning and information distribution takes

place in a modern digital era is one that researchers and instructional designers alike

would be remiss to completely discard without further investigation. Siemans and

Downes proposal that connectivism provides an opportunity to utilize the newest tools

and the most current information as its discovered are significant realities in how

learners are able to make connections and gather information in todays information age.

With the realization that information is distributed almost as quickly as its discovered,

learners in a digital age are able to access the most current and relevant content. This

provides great opportunity for instructional designers within an eLearning context, as it

allows learners to decipher and utilize the information most applicable to their immediate

circumstance. Connectivism allows learners to participate in networks and maintain

connection to a variety of resources in which information can be easily retrieved. As

connectivism continues to be explored within an eLearning context, its value as a

utilized learning and instructional theory and relationship to behaviorism, cognitivism

and constructivism will be solidified.

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References

Anderson, T. (2008). The theory and practice of online learning. Edmonton, AB:

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Driscoll, M. P. (2005). Psychology of learning for instruction. United States of America:

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Duke, B., Harper, G., & Johnston, M. (2013). Connectivism as a digital age learning

theory [Special issue]. The International HETL Review, 4-13.

Dunaway, M. K. (2011). Connectivism: Learning theory and pedagogical practice for

networked information landscapes. Reference Services Review, 39(4), 675-685.

Kop, R & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the

past? International Review of Research in Open and Distance Learning, 9(3), 1-

13.

Kropf, D. C. (2013). Connectivism: 21st centurys new learning theory. European Journal

of Open, Distance and E-Learning, 16(2), 13-24.

Mackness, J. & Tschofen, C. (2012). Connectivism and dimensions of individual

experience. International Review of Research in Open and Distance Learning,

13(1), 124-143.

Siemens, G. (2005). Connectivism: A learning theory for the digital age. International

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