Is Connectivism a New Learning Theory – Part 2

Here is my response to George and others’ comments to my previous post of Is Connectivism a New Learning Theory?

Hi George, Agreed that the theory has to work at an individual level, and it would have to explain and predict how your learning could or do occur. My questions to you include: How do you learn? How has learning occurred to you?

Do you learn through building and or navigation of networks (aggregation, curation of information sources), personal level (neuronal-level connections, thinking and reflection of personal experience (what sort of changes in behavior?), and way of thinking with conceptual connections of various concepts based on those experiences (sense-making)?

In this way Connectivism is based on a thesis that learning is a networking phenomenon and that knowledge is where one could sense and recognise the pattern emerging out of the building and navigation of the networks. Learning is then a dynamic process, with certain adaptive properties associated with the networks, which could happen under a Complex Adaptive System and Knowledge Ecology (Chatti, 2012) (such as a MOOC). This means that when information changes, a person would need to examine the knowledge pattern resulting from those changes. The MOOC movement and the implications are good example illustrating such knowledge pattern. No one single expert (of MOOCs) so far has fully been able to definitely explain the knowledge and learning that are embedded in MOOCs for both the networks and individuals.

However, when individual professors and all associated learners are co-evolving and co-learning with the learners, each would sense the learning emerging out of the interactions or engagement, with some perceiving knowledge and learning with different degrees of meaning – based on sense-making.

Professors and learners (some, if not all) would each define their way-finding (goal setting, learning how to explore their own pathways) resulting from those exploration, connections, engagement or interaction. These sort of learning also result in various interpretations of what constitutes self-determined learning, self-organising learning (both individually and networks and groups) and emergent knowledge and learning, apart from prescriptive knowledge and learning.

There are people who may learn and interact differently from those as defined under the “formalised” and theorised learning approaches, based on legitimate peripheral learning (as peripheral learners) or other reasons (<a href=”; rel=”nofollow”>Anderson, 2013</a>).

Such patterns of both individual and social learning are appearing in various forms throughout the cMOOCs in repeated ways, and also re-emerging in xMOOCs despite the “assertion” that the pedagogy is based on Mastery Learning. Indeed, you could associate the learning associated with Connectivism to be an integration of the previous learning theories of behaviorism, cognitivism, constructivism and situated learning (and COPs) all based on connections and interactivity (Connectivism).

May I relate to my previous post:”How would a connectivist approach work? Yes, you still require the deconstruction of the student’s existing thinking, but not just based on the teacher’s input. Rather, you would suggest the students to be immersed in networks, based on navigating activities and the using of appropriate tools or media (i.e. media and technology affordance), in exploring about the “right” and “wrong” concepts, and discerning those right from wrong through navigation tools and reflective thinking. This is similar to what I have suggested here:

The concepts that are crystallised through such networked learning may be based on the ability of the learner to recognise and interpret the pattern (i.e. principally on the navigation and exploration, with or without the teachers), rather than the demonstration of the teacher and explanation of the concepts via “Constructivism or Social Constructivism”. This means that the concept development under Connectivism is far more reaching than the typical “classroom” or social networks environment, but would also include technological and media enhancement for its nourishment.”

There are lots of factors which could impact or influence a person’s learning under such a knowledge ecology (MOOCs), including the authority and power exerted through formal authority, professors, peers etc. and the emotional and affective dimensions (likes/dislikes of certain aspects) emerging from the interaction with course, professors, experts, networks, peers, preference of learning based on individual learning styles, autonomy and self-determination or organisation of individuals, and most importantly personal educational and learning experience which would ultimately impact on one’s perception and appreciation or adoption of those properties of networks – openness, diversity, autonomy, and connectivity or interactivity.

Thanks again for your valuable comments and insights.

Anderson, T. (2013). Promise and/or Peril: MOOCs and Open and Distance Education (accessed 3/5/2013)

Chatti, M. (2012). The LaaN Theory

7 thoughts on “Is Connectivism a New Learning Theory – Part 2

  1. And here are more stories of such connections and learning See the comments too about the wonderful opportunities existing with MOOCs, though there are hidden agenda when it comes to “education”. Would you call these learning as Connectivism in application – c and x MOOCs with connections (as nexus)? They (MOOCs) are ubiquitous, as critical mass is reached, though people would argue what sort of learning has taken place based on their educated schools or believed pedagogy.

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