Connectivisim is one of the learning theories of the “big three” learning process. It is a learning theory that determines the implementation of the Internet Technologies in the learning process. Learning through connectivisim has paved a way for new opportunities to learn and explore new ideas. Connectivitism can also be clearly described as an alternative learning theory to behaviorism, cognitivism and constructivism (Harasim, 2017).
Connectivism is a learning procedure that states how advancements in Internet Technologies has provided new opportunities for individuals to learn and share information across the World Wide Web (Goldie, 2016). It is a learning procedure of the modern technology or the digital age. The main idea underneath of connectivism is creating connections that lead to the expansion of network complexity. A key element of connectivism is that much learning can occur across the internet and different individuals get to know about the different perspective of different individuals. In connectivist learning, an instructor will control the data and answer key inquiries as required, so as to help in learning and sharing information in internet. Understudies are likewise urged to search out data all alone on the web and express what they find. The connectivist theory provides a phenomenon of Massive Open Online Course (MOOC) (Knox, 2014). This program is open for all and anyone can enroll and gather wide information through this process. It also facilitates learning as well as sharing of information gathered. These actions take place within a specified amount of time through online mode.
The connectivisim theory of learning provides immense learning platform however, it has certain psychological and epistemological problems associated with it. The theory does not completely satisfy the learning conundrum (Clarà & Barberà, 2014). Learning enhances through increased interaction with the other individuals However, in this theory there is little scope for interaction. Moreover, the theory is unable to clarify the advancement of ideas and concepts. The epistemology behind the approach of learning through connectivisim is the learning paradox. This simply means that if one has to learn something or wants to gather information one should have slight information about it. If one has no knowledge about what information he/ she wants to gather it becomes impossible for him/ her to gather that particular information. This paradox applies to connectivisim as learning about something that emerges in the network and is not meant to be intentional. Thus, the learner is not meant to look for knowledge but the knowledge should be presented to him/ her.
However with the above discussion it can be stated that connectivisim provides immense scope for learning with the help of Internet Technology. However it poses some learning paradox and other problems such as minimized interaction among other students and also with the teacher which can hamper the learning process of the learner. The level of interaction among the learner and the trainer should be increased as the greater the interaction greater will be the learning. Moreover, for removing the learning paradox the information should be circulated in the network such that the information is readily available for the learner and he/ she need not search for it. This would enhance the learning procedure.
Clarà, M., & Barberà, E. (2014). Three problems with the connectivist conception of learning. Journal of Computer Assisted Learning, 30(3), 197-206.
Goldie, J. G. S. (2016). Connectivism: A knowledge learning theory for the digital age?. Medical teacher, 38(10), 1064-1069.
Harasim, L. (2017). Learning theory and online technologies. Taylor & Francis.
Knox, J. (2014). Digital culture clash:“massive” education in the E-learning and Digital Cultures MOOC. Distance Education, 35(2), 164-177.