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Journal articles on the topic 'Connectivism'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

AlDahdouh, Alaa A. "Does Artificial Neural Network Support Connectivism's Assumptions?" International Journal of Instructional Technology and Distance Learning 14, no. 3 (2017): 3–26. https://doi.org/10.5281/zenodo.545695.

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Connectivism was presented as a learning theory for the digital age and connectivists claim that recent developments in Artificial Intelligence (AI) and, more specifically, Artificial Neural Network (ANN) support their assumptions of knowledge connectivity. Yet, very little has been done to investigate this brave allegation. Does the advancement in artificial neural network studies support connectivism’s assumptions? And if yes, to what extent? This paper addresses the aforementioned question by tackling the core concepts of ANN and matching them with connectivist's assumptions. The study empl

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Dennis, Jeremy. "Capitalizing Networked Learning: Connectivism, Multiliteracies and the Architectonics of Pedagogy." Journal of Contemporary Issues in Education 19, no. 1 (2024): 138–67. http://dx.doi.org/10.20355/jcie29626.

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As connectivism is increasingly accepted as a theory of learning for the digital age, scholars and practitioners in education often overlook the dilemma that this creates for its most ardent advocates. In the academic literature, we increasingly find scholarly works that present insouciant descriptions of connectivism. However, such practices often underplay or ignore critiques of connectivism, allowing many of our contentions about its epistemological character and pedagogical effectiveness to calcify. In fact, it is becoming increasingly difficult to rationalize why so many educators have en

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Jeny, Desak Putu. "Classrooms to Networks: Applying Connectivism Principles in Pedagogy ```." Journal of Pedagogi 1, no. 5 (2024): 63–73. http://dx.doi.org/10.62872/0ypqjy52.

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The integration of digital technologies has led to a significant transformation in educational practices, shifting from traditional classroom models to more dynamic, networked learning environments. This paper explores the concept of connectivism, a learning theory developed by Siemens and Downes, which emphasizes the importance of networks, connectivity, and collaboration in acquiring knowledge. Unlike traditional pedagogies that focus on content delivery, connectivism promotes the creation and navigation of networks to facilitate continuous learning. Key principles of connectivism include th

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Yusof, Siti Ilyana Mohd, Nor Hasbiah Ubaidullah, and Zulkifley Mohamed. "Connecting Web 2.0 to Connectivism in Supporting Students' Learning." GATR Global Journal of Business Social Sciences Review 1, no. 2 (2013): 135–45. http://dx.doi.org/10.35609/gjbssr.2013.1.2(14).

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Objective- Students' learning has been transformed by the advent of Web 2.0 which is defined as more personalized and a communicative form of the World Wide Web. This paper is positioned within the context of Web 2.0 through connectivism in changing the educational environment. Methodology/Technique Connectivism is a learning theory of the digital age, which reflects social interaction as part of the learning process. In contrast to traditional theories, students' learning can result from social interaction. Students' learning can visualised as connectivity; people derive skills and competenci

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Kathleen Dunaway, Michelle. "Connectivism." Reference Services Review 39, no. 4 (2011): 675–85. http://dx.doi.org/10.1108/00907321111186686.

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Downes, Stephen. "Recent Work in Connectivism." European Journal of Open, Distance and E-Learning 22, no. 2 (2020): 113–32. http://dx.doi.org/10.2478/eurodl-2019-0014.

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AbstractSince the introduction of connectivism as a learning theory in 2004 a body of literature has developed both offering criticisms and expanding on applications and empirical validation. This article surveys recent literature on the topic, grouping it into themes, and developing an understanding of current perspectives in connectivism. It surveys current perspectives and criticisms of connectivism, views of connectivism as a pedagogy and as a theory of learning, recent evidence supporting connectivism, and a wider understanding of connectivism as it is developing today.

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Jose, Aguilar, and Mosquera Diego. "Reflective Middleware for Managing Learning Connectivism in Knowledge Ecologies (eco-Connectivism)." Latin-American Journal of Computing 2, no. 2 (2015): 25–32. https://doi.org/10.5281/zenodo.5746073.

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This article describes the architecture of a reflective middleware based on autonomic computing, with the goal of managing a connectionist learning environment, modeled following the paradigm of knowledge ecologies. The middleware is able to monitor the environment consisting of a set of personal learning environments that are perceived as self-organized objects forming ecosystems. The evolution of the learning process depends on the analysis of web behavior of students, and the ecological survival scheme that promotes social relations, diversity and tol

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Mustain, Mustain. "Model pembelajaran connectivism untuk meningkatkan pemecahan masalah keterampilan belajar siswa di MTs. Nurul Jadid Kota Mojokerto." Ta'dibia: Jurnal Ilmiah Pendidikan Agama Islam 6, no. 2 (2017): 123. http://dx.doi.org/10.32616/tdb.v6.2.24.123-132.

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Connectivism learning model to improve students' problem solving skills are intended to provide teaching materials that match the characteristics of the students. The focus in this study a Connectivism learning products to enhance problem-solving skills for students at MTs. Nurul Jadid Mojokerto. Connectivism learning products to enhance problem-solving skills for students at MTs. Nurul Jadid Mojokerto has been refined based on the analysis of trial data. Based on the measures that have been implemented can be concluded as follows. 1). Products developed interesting for classical learning in t

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Mustain, Mustain. "Model pembelajaran connectivism untuk meningkatkan pemecahan masalah keterampilan belajar siswa di MTs. Nurul Jadid Kota Mojokerto." Ta'dibia: Jurnal Ilmiah Pendidikan Agama Islam 6, no. 2 (2017): 123. http://dx.doi.org/10.32616/tdb.v6i2.24.

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Connectivism learning model to improve students' problem solving skills are intended to provide teaching materials that match the characteristics of the students. The focus in this study a Connectivism learning products to enhance problem-solving skills for students at MTs. Nurul Jadid Mojokerto. Connectivism learning products to enhance problem-solving skills for students at MTs. Nurul Jadid Mojokerto has been refined based on the analysis of trial data. Based on the measures that have been implemented can be concluded as follows. 1). Products developed interesting for classical learning in t

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Kim, Mi-Soo. "A Case Study of a Connectivism Based Lecture as an Online Teaching and Learning Course in the Digital Era." Korean Association of General Education 16, no. 1 (2022): 131–46. http://dx.doi.org/10.46392/kjge.2022.16.1.131.

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In this study, a consideration and case study on the theory of connectivism were conducted to suggest an effective learning method in the digital era. Presently, education is mainly conducted in an online environment Learning proceeds while an individual actively participates within a digital network in order to connect data and to generate meaning. Therefore, this study considered a theory known as “connectivism,”which may prove to be consistent and compatible with learning in the digital era. The type of learning involved in connectivism emphasizes the characteristics of the digital network

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Alaa, A. AlDahdouh, J. Osório António, and Caires Susana. "Understanding knowledge network, learning and Connectivism." International Journal of Instructional Technology and Distance Learning 12, no. 10 (2015): 3. https://doi.org/10.5281/zenodo.46186.

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Behaviorism, Cognitivism, Constructivism and other growing theories such as Actor-Network and Connectivism are circulating in the educational field. For each, there are allies who stand behind research evidence and consistency of observation. Meantime, those existing theories dominate the field until the background is changed or new concrete evidence proves their insufficiencies. Connectivists claim that the background or the general climate has recently changed: a new generation of researchers, connectivists propose a new way of conceiving knowledge. According to them, knowledge is a network

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Díaz Martínez, José Antonio, and Teodoro Hernández de Frutos. "Connectivism in the Network Society. The Coming of Social Capital Knowledge." Tendencias Sociales. Revista de Sociología, no. 1 (February 19, 2018): 21. http://dx.doi.org/10.5944/ts.1.2018.21358.

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Connectivism is a hypothesis of learning which emphasizes the role of the social and cultural context. The relationship among work experience, learning and knowledge, as expressed in the concept of connectivity, is central to connectivism, motivating the name of the theory. According to the current status of online social network approaches, the interconnected computers increase the human intellect, because the network increases the cognitive capacity of individuals. The change in the role of knowledge that is taking place in society has to do with the relationship between technology and socie

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SHTEINBUK, Feliks, and Vanessa STRAPAC MASSAYOVA. "CONNECTIVIST APPROACH TO THE ANALYSIS OF RELIGIOUS SYMBOLS IN SLOVAK POSTMODERN LITERATURE." INNOVATIONS IN THE SCIENTIFIC, TECHNICAL AND SOCIAL ECOSYSTEMS 68, no. 5 (2022): 5–20. http://dx.doi.org/10.56378/fsvm091122.

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The Purpose of the Study is the analysis of spiritual symbols in the works of Slovak postmodernists - D. Dušek, D. Mitana, P. Vilikovsky and M. Vadas, as well as the verification of the principles of connectivism within the framework of literary studies. The Research Methodology is based on hermeneutic and deconstruction methods, as well as on the connectivist approach, which allow the interpretation of deconstructed motifs at the level of connecting individual elements into a secondary semantic network. The Scientific Novelty of the research lies in the fact that for the first time in Slovak

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Tschofen, Carmen, and Jenny Mackness. "Connectivism and dimensions of individual experience." International Review of Research in Open and Distributed Learning 13, no. 1 (2012): 124. http://dx.doi.org/10.19173/irrodl.v13i1.1143.

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<p>Connectivism has been offered as a new learning theory for a digital age, with four key principles for learning: autonomy, connectedness, diversity, and openness. The testing ground for this theory has been massive open online courses (MOOCs). As the number of MOOC offerings increases, interest in how people interact and develop as individual learners in these complex, diverse, and distributed environments is growing. In their work in these environments the authors have observed a growing tension between the elements of connectivity believed to be necessary for effective learning and

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Kusnanto, Danang Kusnanto, Fatra Syahlan, Engga Jalaludin, and Neti Budiwati. "Connectivism: Developing Superior Human Resources with Entrepreneurial Character in the Financial and Banking Sector." Moneter: Jurnal Keuangan dan Perbankan 12, no. 2 (2024): 297–304. http://dx.doi.org/10.32832/moneter.v12i2.793.

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The rapid advancements in digital innovation pose significant challenges for human resources practitioners in the financial and banking sectors. Connectivism, a learning theory that emphasizes networks and technology, provides a framework for developing entrepreneurial characteristics in human resources. The demand for adaptive, innovative, and entrepreneurial human resources capabilities is increasingly urgent to navigate the dynamic and competitive business environment. This study aims to assess the impact of connectivism on human resources performance, identify effective implementation stra

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Omodan, Bunmi Isaiah. "Analysis of connectivism as a tool for posthuman university classrooms." Journal of Curriculum Studies Research 5, no. 1 (2023): 1–12. http://dx.doi.org/10.46303/jcsr.2023.2.

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In the posthuman era, teaching and learning through technologies are becoming increasingly important, most especially in the university system. Connectivism, a theory of learning that emphasises the importance of connections between people and information, is one of the most influential educational philosophies driving today’s educational dynamism. In a posthuman world, where technology is constantly evolving and becoming more sophisticated, connectivism is argued to provide a framework for understanding how students learn and how can technology be used to facilitate learning. This study argue

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Bell, Frances. "Symposium 2: Network theories for technology-enabled learning and social change." Proceedings of the International Conference on Networked Learning 7 (May 3, 2010): 526–33. http://dx.doi.org/10.54337/nlc.v7.9224.

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Learning never was confined to classrooms. We all learn in, out of, before, during and after episodes of formal education. The changing sociotechnical context offers a promise of new opportunities, and the sense that somehow things may be different. Use of the Internet and other emerging technologies is spreading in frequency, time and space. People and organizations wish to use technology to support learning seek theories to frame their understanding and their innovations. In this article we explore Connectivism, that is positioned as a theory for the digital age, in use on a Massive Open Onl

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Al-Maawali, Wafa. "Integrating Critical Thinking into Digital Connectivism Theory: Omani Pre-service Teacher Development." Language Teaching Research Quarterly 32 (November 2022): 1–15. http://dx.doi.org/10.32038/ltrq.2022.32.01.

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The current study implements digital connectivism theory within an English language teaching (ELT) program—specifically for pre-service teachers—in order to evaluate teachers’ ability to generate teaching activities with Bloom’s taxonomy. Connectivism theory emphasizes the principle of connecting students in a network of cognitive processes which in turn can allow the transfer of information; yet it is unclear what students do if they were asked to evaluate, synthesize and analyse (the three higher order skills of Bloom's taxonomy) in connectivism learning approach. The methodology of the stud

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Daukilas, Sigitas, and Irma Kačinienė. "Mokymasis konstruktyvizmo ir konektyvizmo sandūroje." Management Theory and Studies for Rural Business and Infrastructure Development 37, no. 2 (2015): 201–11. http://dx.doi.org/10.15544/mts.2015.18.

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Planning of study process and research of quality standards in learning organisations is based on the theory of knowledge (epistemology). Modern studies in higher education systems are generally based on the learning theory principles of connectivism and constructivism. However, these teaching/ learning principles are not adequately applied in learning organisations. The aim of the research is to reveal the problems related with inadequate application of connectivism and constructivism pedagogy principles in education and business organisations. The results of the research show that applicatio

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Nurma Wachidah, Hajar. "Pendekatan Connectivisme Theory dalam pembelajaran Maharah Kalam berbasis Digital Visual Literacy (DVL)." Ukazh: Journal of Arabic Studies 5, no. 4 (2025): 826–37. https://doi.org/10.37274/ukazh.v5i4.1365.

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Penelitian ini dimaksudkan untuk memberikan kontribusi dalam menemukan pembelajaran yang menarik dan signifikan sesuai era digital dalam mengembangkan kemampuan literasi bahasa Arab mahasiswa melalui pendekatan connectivisme. Dengan merumuskan dan menyusun bahan ajar berbasis literasi visual untuk mendukung pencapaian tujuan pengajaran maharah kalam yang ingin dicapai dapat berjalan secara sistematis. Metode kualitatif serta model analisis Spradley digunakan dalam penelitian ini dengan 78 koresponden di Universitas Islam. Hasil penelitian menyatakan bahwa Pendekatan connectivism pembelajaran d

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Černý, Michal. "Connectivism in phenomenological-pragmatist tradition." e-Pedagogium 20, no. 2 (2020): 7–24. http://dx.doi.org/10.5507/epd.2020.017.

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Atik Astrini, Khafidhta Qudsiana Nurul Arifah, Endang Fauziati, and Koesoemo Ratih. "Connectivism in English E-Learning for Students in Public Senior High Schools." JPGENUS: Jurnal Pendidikan Generasi Nusantara 2, no. 2 (2024): 140–49. http://dx.doi.org/10.61787/evpg1r64.

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Nowadays the impact of online learning is massive in education. The researcher explores the contextualize the connectivism among Generation Z within the cultural and educational in Public Senior High Schools. This study applies library research, the data are taken from related scientific articles, books, and other academic publications that discuss the implementation in E-Learning, particularly in teaching English to High School students. The researchers found that there is no research about implementing connectivism in E-Learning for Senior High School students that belong to Generation Z in

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Rahma, Rahma Hayati Harahap, Cyndy Buulolo, and Nahwa Zainab Marpaung. "Analisis Teori Connectivisme, Alternatif Pada Pembelajaran Daring dan Dampaknya Terhadap Motivasi Belajar Peserta Didik." CONTENT: Journal of Communication Studies 1, no. 02 (2023): 01–09. http://dx.doi.org/10.32734/cjcs.v1i02.13097.

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The theory of learning Connectivism is a learning theory characterized by “Strengthening learning, knowledge and understanding through the expansion of personal networks”. This research focuses on (1) Describing the characteristics of the theory of learning connetivism by Goerge Siemens (2) Describing how the theory of learning connectivism affects the learning motivation of students in online learning. The theory of learning connectivism is an alternative to facing the COVID-19 pandemic in 2020 where in learning, various individuals are connected who are looking for relevant information

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Jirasatjanukul, Kanokrat, and Namon Jeerungsuwan. "The Design of an Instructional Model Based on Connectivism and Constructivism to Create Innovation in Real World Experience." International Education Studies 11, no. 3 (2018): 12. http://dx.doi.org/10.5539/ies.v11n3p12.

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The objectives of the research were to (1) design an instructional model based on Connectivism and Constructivism to create innovation in real world experience, (2) assess the model designed–the designed instructional model. The research involved 2 stages: (1) the instructional model design and (2) the instructional model rating. The sample consisted of 7 experts, and the Purposive Sampling Technique was used. The research instruments were the instructional model and the instructional model evaluation form. The statistics used in the research were means and standard division. The research resu

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Mampota, Selialia, Setho John Mokhets’engoane, and Lehlohonolo Kurata. "Connectivism Theory: Exploring its Relevance in Informing Lesotho’s Integrated Curriculum for Effective Learning in the Digital Age." European Journal of Education and Pedagogy 4, no. 4 (2023): 6–12. http://dx.doi.org/10.24018/ejedu.2023.4.4.705.

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At present, the world is immersed in technology which seems to alter people’s way of life and how people learn. While traditional learning theories seem insufficient to explain how technology and the proliferation of information could be manipulated for effective learning, Connectivism theory emerged to salvage this insufficiency. Different countries around the globe are also occupied with reforming their curriculums to address contemporary issues. The study, informed by technology adoption model, deployed qualitative content analysis to investigate the degree of alignment between connectivism

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Connolly, Steve, and Karen Wicks. "Part-time higher education students’ interactions with a virtual learning environment as an exploration of theories of connectivism." Compass: Journal of Learning and Teaching 16, no. 1 (2023): 71–92. http://dx.doi.org/10.21100/compass.v16i1.1357.

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This article uses data from an action research project (ARP) conducted with part-time higher education (HE) students as a means of exploring the recent thinking about learning characterised by theories of connectivism. Both quantitative and qualitative data are presented to assess the extent to which connectivist theory might explain – and indeed develop – the use of a virtual learning environment (VLE) on a part-time Education degree in the United Kingdom (UK), particularly for students from non-traditional backgrounds. The article concludes by discussing what both the data themselves and con

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Gvozdii, Svitlana, Anastasiia Litvinova, and Ganna Tymchenko. "Connectivism Theory in Safety and Health Education in Classical Universities." Educological discourse 43, no. 1 (2023): 200–223. http://dx.doi.org/10.28925/2312-5829.2023.112.

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Planet Earth, humanity in general and the education system in particular, in the first quarter of the XXI century have faced a large number of problems and situations that require regulation. The use of modern technologies based on connectivism theory in the study of health and safety issues within classical (non-medical) higher education institutions in Ukraine is relevant. The aim of the article was to test the effectiveness of using online learning, e-learning, as well as open educational resources, distance learning technologies based on connectivism theory in teaching health and safety is

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Conradie, P. W. "Supporting Self-Directed Learning by Connectivism and Personal Learning Environments." International Journal of Information and Education Technology 4, no. 3 (2014): 254–59. http://dx.doi.org/10.7763/ijiet.2014.v4.408.

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Gr. Voskoglou, Michael. "Connectivism vs Traditional Theories of Learning." American Journal of Educational Research 10, no. 4 (2022): 257–61. http://dx.doi.org/10.12691/education-10-4-15.

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Chatti, Mohamed Amine, Matthias Jarke, and Christoph Quix. "Connectivism: the network metaphor of learning." International Journal of Learning Technology 5, no. 1 (2010): 80. http://dx.doi.org/10.1504/ijlt.2010.031617.

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Kuntz, Viviane Helena, Vania Ribas Ulbricht, and Maria do Carmo Duarte Freitas. "knowledge and information in the connectivism theory." International Journal for Innovation Education and Research 5, no. 11 (2017): 180–93. http://dx.doi.org/10.31686/ijier.vol5.iss11.876.

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On the context of technological development and society organized on network, appears the learning theory for the digital age, the connectivism. It is about of a Siemens and Downes proposed, in 2004, that highlights the knowledge as result of established connections on the networks, what allows the capacity of reflection, deciding and sharing. In this context, it objectifies with this article searching the theoretical panorama of thematic about connectivism and its relation with knowledge and information. There is a search of quality approach and of exploratory nature that comes out of a Syste

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Boitshwarelo, Bopelo. "Proposing an integrated research framework for connectivism: Utilising theoretical synergies." International Review of Research in Open and Distributed Learning 12, no. 3 (2011): 161. http://dx.doi.org/10.19173/irrodl.v12i3.881.

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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. Thus, developmental research approaches become imperative and as such it becomes increasingly necessary to have models that would assist schol

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Azizah, Rizki, Aninda Shinta, Endang Fauziati, and Koesoemo Ratih. "Connectivism Practice in English Language Teaching (ELT): Teachers' Perception on Benefits and Challenges." Journal of International Multidisciplinary Research 2, no. 8 (2024): 12–22. http://dx.doi.org/10.62504/jimr810.

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Connectivism provides abundant enchanting experiences in ELT context due to the benefits that it offers. However, as the practice requires technology integration, physical, and psychological readiness, teachers discover challenges upon the implementation. This study aims at investigating the benefits and challenges of the practice in ELT context. Through content analysis qualitative study, the study attains the targeted exploration. 5 experienced English teachers are selected to conduct semi-structured interviews. The data were analyzed and reviewed by the researchers and experts for affording

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Omodan, Bunmi Isaiah, Nomxolisi Mtsi, and Pretty Thandiswa Mpiti. "Enhancing Virtual Teaching and Learning through Connectivism in University Classrooms." Journal of Curriculum and Teaching 12, no. 4 (2023): 116. http://dx.doi.org/10.5430/jct.v12n4p116.

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It is argued that teaching and learning in the 21st century rely heavily on technology, especially in university classrooms. This theoretical paper contends that for students to be successful in university classrooms in the 21st century, both lecturers and students should effectively resonate with technology. This paradigm shift is not without one or two challenges which must be addressed since teaching and learning through technology has come to stay. Therefore, this study presents the proponent of connectivism theory to enhance virtual teaching and learning in university classrooms. The stud

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Yu, Hangyan. "Critical Thinking Formation in the Scope of Connectivism." International Journal of Linguistics Studies 1, no. 2 (2021): 60–65. http://dx.doi.org/10.32996/ijlss.2021.2.1.9.

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Critical thinking (CT) formation is a complex and abstract process that hasn’t been studied comprehensively by any existing learning model today. Connectivism, a new learning theory of the information era, provides brand new perspectives to learning, thus has gained considerable attention. The purpose of this study is to examine CT formation in the scope of cognitivism by contrasting this theory to the previous learning theories. This study used the key concepts of chaos, network model, ecology, flow inhibitors, and flow accelerators in connectivism to illuminate some areas of the formation of

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Kondrashova, Zoya, and Nikolay Solokhin. "Potential of the higher mathematics course in digital education." SHS Web of Conferences 98 (2021): 05030. http://dx.doi.org/10.1051/shsconf/20219805030.

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Rapid changes taking place at present in the society determine the vector of education development, form requirements to an educated person. The connectivism theory, disclosing the features of education environment under conditions of education digitization, allows to outline the learning strategy in individual subjects. The connectivism education is a complex process including plunging into information environment, maximum use of accumulated knowledge, skills to determine timeliness of the acquired knowledge and its relevance under modern conditions, various trends of communication among part

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Kang, Yoseop. "The Applicability of Connectivism Theory in Dance Education Amid Changing Educational Paradigms." Dance Research Journal of Dance 82, no. 4 (2024): 1–21. https://doi.org/10.21317/ksd.82.4.1.

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Park, Kee Burm. "Digital Citizenship and Connection Competency." Social Studies Education 57, no. 2 (2018): 1–15. http://dx.doi.org/10.37561/sse.2018.06.57.2.1.

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Yessy Septiani Yuono, Nuril Huda, and Soesiana Tri Eka. "Implementasi Pembelajaran Konektivisme Berbasis Kolaboratif Melalui Canva." Jurnal Yudistira : Publikasi Riset Ilmu Pendidikan dan Bahasa 3, no. 1 (2025): 306–17. https://doi.org/10.61132/yudistira.v3i1.1578.

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Connectivism is a learning theory that emphasizes the importance of networks and connections in the learning process, especially in the context of modern digital and technology. Learning is no longer limited to physical classrooms, but involves various sources of information spread through the internet network. In this digital era, tools and applications such as Canva are very relevant. Canva is a graphic design platform that allows users to create a variety of visual content easily and collaboratively. Through connectivism, applications such as Canva allow students to work together on design

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Vas, Réka, Christian Weber, and Dimitris Gkoumas. "Implementing connectivism by semantic technologies for self-directed learning." International Journal of Manpower 39, no. 8 (2018): 1032–46. http://dx.doi.org/10.1108/ijm-10-2018-0330.

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Purpose Connectivism has been proposed to explain the impact of new technologies on learning. According to this approach, learning may occur even outside the individual within an organization or a system. Learning objectives are not defined in advance and learning requires the ability to form connections and use networks to find the required knowledge. The connections by which individuals can learn are more important than what they currently know. The purpose of this paper is to investigate if a measure, rating the importance of concepts, can be derived from a network representation of the lea

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-, Quratulain, Iffat Basit, Khuda Bakhsh, and Muhammad Hafeez. "Adult Learning Theories and their Role in Instructional Design, Curriculum Development and Educational Technology." WSEAS TRANSACTIONS ON ENVIRONMENT AND DEVELOPMENT 17 (November 11, 2021): 1149–59. http://dx.doi.org/10.37394/232015.2021.17.106.

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Modern lifelong learning, and especially when it involves technical issues, is absolutely necessary in any modern form of development and environmental protection. States and societies need to constantly focus on lifelong learning because it is the best investment that pays off in the short and long term. A critical stage was emergence of adult learning theories in learning process. Cognitivism, constructivism, Behaviorism and connectivism have been broadly applied in educational learning process to enhance the educational learning system according to the students capabilities and requirements

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Hayes, Alexander. "Cyborg Cops, Googlers, and Connectivism [Leading Edge]." IEEE Technology and Society Magazine 32, no. 1 (2013): 23–24. http://dx.doi.org/10.1109/mts.2013.2247731.

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Bessette, Lee Skallerup. "Connectivism in Higher Ed: Tools, Tactics, Triumphs." Women in Higher Education 23, no. 7 (2014): 6–7. http://dx.doi.org/10.1002/whe.20083.

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Park, Kee Burm. "The Understanding of Connectivism and the New Paradigm of Learning and Teaching in Social Studies." Social Studies Education 56, no. 2 (2017): 65–74. http://dx.doi.org/10.37561/sse.2017.06.56.2.65.

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Sa’adi, Sa’adi. "Introduction to Views of Connectivism Theory of Learning." Register Journal 3, no. 2 (2016): 201. http://dx.doi.org/10.18326/rgt.v3i2.201-214.

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‘Traditional’ theories of learning as pratical dimensions of psychology majorly tend to focus their interest on humans’ inner factors that influence the process of learning such as intelligences, motivation, interest, attitude, concentration and aptitude. They never connect it with instruments and technological inventions such as multimedia, cyber celluler, internet, even social organization, cultural values, traditions etc., while these are very influential nowdays towards the progress and behaviors of human life. As such the application of connectivism theory of learning which connect those

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Cahyono, Dedi Dwi, Nurul Hadi Mustofa, and Endang Fauziati. "Penerapan Metode Blanded Learning Ditinjau dari Teori Konektivisme." YASIN 2, no. 3 (2022): 325–31. http://dx.doi.org/10.58578/yasin.v2i3.412.

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Education is the main key for a country to excel in global competition. Education is considered as the most strategic field to realize national welfare. In the world of education, there are various learning methods, including according to the thoughts of international education figures. To respond to situations like this, teachers use one of the appropriate learning models during the pandemic by using blended learning. Connectivism's view has implications in all aspects of life. Connectivism is driven by the understanding that decisions are based on rapid change. New information is obtained co

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Bell, Frances. "Connectivism: Its place in theory-informed research and innovation in technology-enabled learning." International Review of Research in Open and Distributed Learning 12, no. 3 (2011): 98. http://dx.doi.org/10.19173/irrodl.v12i3.902.

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The sociotechnical context for learning and education is dynamic and makes great demands on those trying to seize the opportunities presented by emerging technologies. The goal of this paper is to explore certain theories for our plans and actions in technology-enabled learning. Although presented as a successor to previous learning theories, connectivism alone is insufficient to inform learning and its support by technology in an internetworked world. However, because of its presence in massive open online courses (MOOCs), connectivism is influential in the practice of those who take these co

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Karbowniczek, Jolanta, and Dorota Zdybel. "Connective Learning as Teachers’ Approach to One’s Own Professional Development: The Case of Poland." Multidisciplinary Journal of School Education 11, no. 1 (21) (2022): 189–210. http://dx.doi.org/10.35765/mjse.2022.1121.10.

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Although the genesis of connectivism as a theory of learning in the digital age dates back to the early 2000s, in Polish pedagogy this concept remains relatively unknown, sparse in academic debates, and downright rare in empirical research. The main purpose of the article is to present the knowledge and opinions of Polish teachers regarding connectivism. To what extent do Polish teachers know the theory of connective learning? Which of its assumptions do they see as key? To what extent are they willing to apply these assumptions in practice as a path or tool for developing their own profession

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Aveiro-Róbalo, Telmo Raul. "Distance learning and its relation to medical education in the present times." Seminars in Medical Writing and Education 1 (November 17, 2022): 10. http://dx.doi.org/10.56294/mw202210.

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This scientific text addresses the evolution of distance education, highlighting the crucial role of information and communication technologies (ICT) in virtual education. The COVID-19 pandemic accelerated the transition to distance education, especially in Latin America, although challenges are faced due to the lack of infrastructure and Internet access in remote areas. The text introduces key concepts such as distance and virtual education, as well as ICTs. It explores pedagogical theories, such as cyberculture and connectivism, that support online teaching. Connectivism is highlighted as a

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Jirasatjanukul, Kanokrat, Nuttakan Pakprod, Prueksa Dokkulab, Apatcha Changkwanyeun, Thada Jantakoon, and Rukthin Laoha. "Creation of Educational Innovations through Cloud-based Constructivism and Connectivism Learning for Undergraduates." Higher Education Studies 13, no. 4 (2023): 119. http://dx.doi.org/10.5539/hes.v13n4p119.

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This research examined the process of creating educational innovations through cloud-based constructivism and connectivism learning for undergraduates. The objectives were as follows: (1) To examine the cloud-based constructivism and connectivism learning model&rsquo;s roles in helping undergraduates create educational innovations; and (2) To evaluate the learning and innovation skills of students participating in cloud-based constructivism. The population in the study consisted of 60 undergraduates of Phetchaburi Rajabhat University, acquired using simple random sampling. The undergraduat

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