In the recent years, e-learning gained wide acceptance in learning communities mostly because of its capability of reaching audiences by collapsing time and space, encouraging interaction and promoting learning. However, for learning to be effective, we now know that learning must use sound instructional design principles (Ally, 2008). This paper centers on connectivism, a new theory of learning, and discusses how connectivist principles are used in online learning environments.
Connectivism is receiving acknowledgement as a fresh way of conceptualising learning in the digital age. Thus, as a relatively new instructional framework, it is imperative that research on its applicability and effectiveness in a variety of educational contexts is advanced. In particular, a high premium should be placed on context-specific research that is aimed not only at developing general principles but also at improving practice in local settings.
I’ve just been looking at Beware critics of Connectivism ! Or how I feel connectivism opens up content creation and access by @Ignatia Webs. It’s doing the rounds on Scoop.It and seems quite popular with lots of comment and re-scooping. But I remain a bit confused about the allure of Connectivism.
Organizations are today faced with continually evolving markets, rapid knowledge growth, competitive pressures from emerging countries, and increased complexity in business development and strategy execution.
What was surprising was that many of the people who critiqued it, actually were experienced researchers, yet they did not actually follow the course itself. On top of the fact that they did not follow it, or only took a very brief glance at the concept, they critiqued the fact that George and Stephen came away with the idea of connectivism, because people were blindly following their concept, as though the people that took the CCK-course were not able to think for themselves.
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