Abstract
<p class="BODYTEXT">Interaction has always been highly valued in education, especially in distance education (Moore, 1989; Anderson, 2003; Chen, 2004a; Woo &amp; Reeves, 2007; Wang, 2013; Conrad, in press). It has been associated with motivation (Mahle, 2011; Wen-chi, et al., 2011), persistence (Tello, 2007; Joo, Lim, &amp; Kim, 2011), deep learning (Offir, et al., 2008) and other components of effective learning. With the development of interactive technologies, and related connectivism learning theories (Siemens, 2005a; Downes, 2005), interaction theory has expanded to include interactions not only with human actors, but also with machines and digital artifacts. This paper explores the characteristics and principles of connectivist learning in an increasingly open and connected age. A theory building methodology is used to create a new theoretical model which we hope can be used by researchers and practitioners to examine and support multiple types of effective educational interactions. Inspired by the hierarchical model for instructional interaction (HMII) (Chen, 2004b) in distance learning, a framework for interaction and cognitive engagement in connectivist learning contexts has been constructed. Based on cognitive engagement theories, the interaction of connectivist learning is divided into four levels: <em>operation interaction</em>, <em>wayfinding</em> <em>interaction</em>, <em>sensemaking interaction</em>, and <em>innovation interaction</em>. Connectivist learning is thus a networking and recursive process of these four levels of interaction.</p>
Highlights
A new network-based pedagogy termed “connectivism” and the associated term “connected knowledge” was first developed by Siemens (2005a, 2005b, 2006) and Downes (2006) as a means to understand and explore learning in a networked digital age
The aim of this particular model of MOOCs was to explore new ways of teaching and learning relevant to and afforded by a social and network enhanced digital age. These early MOOCs stressed the importance of learners developing their individual, personal learning networks and of creating, sharing, and enhancing net-based learning artifacts. They are quite different from the later MOOCs, referred to as xMOOCs (Malliga, 2013) which focus more on the distribution of content and ignore the aforementioned key features of cMOOCs, in that they inherently involve interaction and network construction and, especially, learnerlearner interaction focused on content creation and sharing
This paper addresses the importance of the characteristics and principles of interaction in connectivist learning and especially those associated with the development of connectivism and cMOOCs
Summary
A new network-based pedagogy termed “connectivism” and the associated term “connected knowledge” was first developed by Siemens (2005a, 2005b, 2006) and Downes (2006) as a means to understand and explore learning in a networked digital age. These first MOOCs, known as cMOOCs or connectivist MOOCs, were developed and used to validate the ideas of connectivism developed by George Siemens and Stephen Downes The aim of this particular model of MOOCs was to explore new ways of teaching and learning relevant to and afforded by a social and network enhanced digital age. These early MOOCs stressed the importance of learners developing their individual, personal learning networks and of creating, sharing, and enhancing net-based learning artifacts. They are quite different from the later MOOCs, referred to as xMOOCs (Malliga, 2013) which focus more on the distribution of content and ignore the aforementioned key features of cMOOCs, in that they inherently involve interaction and network construction and, especially, learnerlearner interaction focused on content creation and sharing
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