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Connectivism: Its place in theory-informed research and innovation in technology-enabled learning

Bell, F 2011, 'Connectivism: Its place in theory-informed research and innovation in technology-enabled learning' , The International Review of Research in Open and Distance Learning, 12 (3) .

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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 courses and who wish to apply it in teaching and learning. Thus connectivism is perceived as relevant by its practitioners but as lacking in rigour by its critics. Five scenarios of change are presented with frameworks of different theories to explore the variety of approaches educators can take in the contexts for change and their associated research/evaluation. I argue that the choice of which theories to use depends on the scope and purposes of the intervention, the funding available to resource the research/evaluation, and the experience and philosophical stances of the researchers/practitioners.

Item Type: Article
Uncontrolled Keywords: Theory; learning; implementation; research; evaluation; connectivism; actor-network theory; social shaping of technology; activity theory; zone of proximal development; change management
Themes: Subjects / Themes > H Social Sciences
Subjects / Themes > L Education
Subjects outside of the University Themes
Schools: Colleges and Schools > College of Business & Law > Salford Business School > Centre for Digital Business
Journal or Publication Title: The International Review of Research in Open and Distance Learning
Publisher: Athabasca University Press
Refereed: Yes
ISSN: 1492-3831
Depositing User: Frances Bell
Date Deposited: 07 Apr 2011 12:26
Last Modified: 20 Aug 2013 16:47
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