Connectivism Theory Research Articles

The Bioethical Discourse in the Development of a Musician-Performer

Involvement of a modern performer in the dialogue of concepts of recompense and biocentrism regulates its experimentation with bio and recorded music by awakening a sense of responsibility at the level of the epigenetic rule. Therefore, the purpose of this article is to substantiate a pedagogical model of bioethical education of a musician-performer - creation of a favourable environment to motivate them to comprehend the value of what serves as confirmation of God-like dignity of a person and the general weal for the glory of the Creator. The essence of the proposed pedagogical model is the concept of musical performance as a workroom of soul. Its leading idea is metaphorization of the intonated sense of emotional revelation as an anthropological discourse. Specifically, the basis of the proposed model appears the connectivism theory of metaphorical interpretation. The direction of such performative activity is determined by the strategy of creative clustering, which involves playing out of music scenarios of the value-based choice on the path to “creative innocence” or “the path of the heart”. The regulatory function in implementation of the mentioned strategy performs the methodology of pedagogical and metaphorical creativity. The technology of performative improvisation and the contextual approach to the game are factors in activating the mental resources of the musician-performer. The effectiveness of implementation of the proposed pedagogical model provides creation of a special event platform in the art laboratory.

The Role of Social Networks in Enhancing Learning Based on the Connectivism Theory from NBUFaculty Members' Points of View.

The Role of Social Networks in Enhancing Learning Based on the Connectivism Theory from NBUFaculty Members' Points of View.

Acceptance of Tourism Blockchain Based on Utaut and Connectivism Theory

Acceptance of Tourism Blockchain Based on Utaut and Connectivism Theory

Digital Videos in Accounting Education: A Study on Perceived Use and Satisfaction in the Light of Connectivism

In the light of the connectivism theory, the objective was to analyze the perception of use and satisfaction of accounting students about Edpuzzle, a digital video application. This tool was employed in four accounting courses using the cell phones of 92 students. A questionnaire was administered on-site and was structured in two parts. The first contained questions about the respondent's profile, and the second about the use and satisfaction with Edpuzzle. The results indicated that students liked to use Edpuzzle and felt satisfied, especially those under 21 years old. We also noticed significant correlations among the questions. For example, the positive association between interactivity and appropriateness of use of the Edpuzzle stands out. It is concluded, therefore, that the results corroborate the connectivism theory, which sustains that knowledge must suffer updates as the environment changes and that sharing is crucial for the creation of networks that feed each other. Edpuzzle helps in this regard.

Investigating the Effects of E-Learning as a Method of Curriculum Dissemination for Rural TVET College Students

The study investigates the effects of e-learning as an alternative form of curriculum dissemination for rural Technical and Vocational Education and Training (TVET) college students. This study adopted connectivism theory, which enabled lecturers to reflect and adapt to how learning has changed and the accompanying implications of designing the spaces and structures to the current mode of learning. The researcher made use of two research methods to gather data; phone interviews and questionnaires. The data was analyzed using thematic analysis and the Statistical Package for Social Sciences (SPSS) Version 20.0, Office Word format. The results indicated that the unavailability of technological resources, lack of financial support from single parents’ side due to socio-economic factors, and child-headed families hinder the correct implementation of e-learning and make it difficult to reach its objectives.

E-learning in higher education in times of pandemic: A bibliographic review

The research is a bibliographic review on e-learning at the higher level in times of pandemic, e-learning. Databases were reviewed Eric, Scopus, Web of science, Dialnet, Scielo, Google scholar, digital books Likewise, the article aims to explain higher education and the pandemic, the conceptualization of e-learnig, b-learnig, connectivism theory, pedagogical dimensions of the E -Learnig, online activities, and the educational inequalities in times of pandemic. The review of this literature allowed us to reach the following conclusions: e-learning are applications and tools that rely on ICT to facilitate learning, from a pedagogical approach through e-learning, students learn autonomously and independently. The impact on higher education has been dramatic and transformative, and a common trend in education systems around the world has been to respond to the pandemic with “emergency e-learning” protocols, marking a rapid transition from face-to-face classes to learning systems online.

Connectivism Learning Theory to Enhance Higher Education in the Context of COVID-19 Pandemic

ABSTRACT The global pandemic of the COVID-19 has posed a significant challenge to educational organizations, necessitating obligatory changes in practically education. In a short period of time, educational organizations have been compelled to adapt to distance learning approaches and platforms. The primary goal of this research is to examine to present Connectivism Theory as an effective motivated theory to help the higher education learners to learn more successfully. Connectivism Learning Theory offers the best learning environment by establishing an explicit connection between social interaction and knowledge sharing. A review of literature has been done. The findings of the literature review highlight the fundamental theoretical assumptions that underpin their evolution. It also illustrates that connectivism learning theory improve higher education student’s engagement in the learning process. The researchers conclude that connectivism learning theory has the potential to disclose new insights into the use of the social network in education leading to successful outcomes.

Individual motivation and social media influence on student knowledge sharing and learning performance: Evidence from an emerging economy

Social media has become a useful tool for learning and teaching due to its functions for knowledge sharing, such as documents exchange, virtual communication, and knowledge formation. Higher education institutions (HEIs) that recognise the value of social media and the importance of individual motivation have sought to encourage its use to bolster learning performance. Using social cognitive theory and connectivism theory, we developed a model that theorises the influence of social media and individual motivation (reputation and altruism) on knowledge sharing and learning performance among students in higher education. To test the model, we employed covariance-based structural equation modelling (CB SEM) on survey data that was collected using questionnaires from 407 students enrolled in the top 10 private universities in West Malaysia. Congruently, we established the utility of the Heterotrait-Monotrait (HTMT) ratio (which was traditionally confined to variance-based or partial least squares SEM) as a discriminant validity measure for CB SEM. As a result, our study empirically evidences that social media functions (documents exchange, virtual communication, and knowledge formation) and individual motivation (reputation) are core factors that HEIs can leverage to encourage knowledge sharing and improve learning performance among tertiary students. The paper concludes with a discussion of its implications, limitations, and future research directions.

E-content module for Chemistry Massive Open Online Course (MOOC): Development and students’ perceptions

This study aimed to develop an e-content module for Chemistry Massive Open Online Course (MOOC). It examined the validity, reliability and student’s perceptions on content, usability, design and effectiveness of the module. This is a design and development study and the e-content module was developed based on ADDIE instructional design model. Collaborative learning, Connectivism theory and Interaction Equivalency Theorem are the pillars for the module development. The content validity of the module was estimated by three experts using content validity evaluation form. Questionnaires were distributed to the students in order to determine the reliability (n = 23) and students’ perceptions on the module (n = 129). Findings revealed the e-content module has high content validity (CVI = 1.00) and good reliability index (α = 0.94). The mean scores for students’ perception on module content (M = 3.66, SD = 0.55), usability (M = 3.43, SD = 0.56), design (M = 3.41, SD = 0.59) and effectiveness (M = 3.47, SD = 0.56) constructs were high. This e-content module in Chemistry MOOC is hoped to be a good and useful online resource for both students and lecturers in the teaching and learning of Chemistry in higher education institution.

Teaching and learning in a smart classroom for the 21lt;supgt;stlt;/supgt; century schools in Nigeria: The connectivist approach

This study spotlights literature review and analysis for connectivism and examines how connectivism theory has reshaped the traditional classroom to a smart classroom. The method attempts to identify the teachers role, importance and effects of incorporating connectivism in a smart classroom for21st century learning. It further identifies some constraints that militate against connectivism in smart classroom in Nigeria and finally recommendations were also offered.

Potential of the higher mathematics course in digital education

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 participants in learning, ability to detect links among various areas of knowledge, theories, concepts. Objective of the research is to substantiate opportunities of application of connectivism education environment during studying mathematics in higher school, to disclose potential of the higher mathematics course and to confirm experimentally the efficiency of the proposed learning strategy. Methods used in the research were as follows: analysis, statistic methods, generalization, systematization, the method of rising from the abstract to the concrete upon consideration of functionality of digital products, system approach, experimental verification of research results. Results and novelty of the research implied the following: substantiation and development of principles of connectivism learning theory, development of the strategy for construction and implementation of educational programs of higher mathematics course, experimental verification of the dependence between the level of mastering the higher mathematics course and the level of use of digital technologies. The use of the connectivism learning theory allowed to outline the approaches to expansion of content of the higher mathematics course. The main features of the presented course are plunging of students into information environment by means of assignments aimed at maximum use of programs for symbolic mathematics. Studying of certain sections of the higher mathematics course, in particular, analytic geometry and linear algebra, is exemplified based on the developed learning strategy.

Initial response to COVID-19: a mixed-methods analysis of media and school communications to identify pedagogical implications for remote teaching

PurposeImmediately following the declaration of the national emergency of the COVID-19 pandemic in the USA, the purpose of this study was to examine one month of social media, news media, school district websites’ continuity plans and educational affiliate organizations, to unveil K-12 stakeholders’ initial response to K-12 remote teaching.Design/methodology/approachFramed by connectivism theory, the authors used a mixed-methods sequential explanatory design to conduct a systematic content analysis of 43,870 tweets, news media, school district websites’ continuity plans and educational affiliate organizations.FindingsInitial responses focused on community lockdown procedures, sustaining education, adapting to a remote lifestyle and political tension. The authors revisited included tweets one week later to measure their connectedness, which revealed that educational organizations, which have the largest number of followers, also have the greatest outreach and visibility.Practical implicationsBased on the collective decision-making of education stakeholders, the authors provide three remote teaching recommendations and pedagogical implications for sustainable remote teaching practices.Originality/valueThe authors construct a blueprint from some of the largest school districts, and consequently the COVID-19 hotspots, to broadly examine emergency preparedness and remote instruction plans.

Effectiveness of a Program Based on Connectivism Theory in Developing EFL Reading Comprehension Skills of Preparatory Stage Pupils

The researcher aimed at investigating effectiveness of a program based on connectivism theory in developing EFL reading comprehension skills of preparatory stage pupils. To address this issue, a diagnostic test, a checklist of some reading comprehension sub – skills and a questionnaire were used to pave the way for the researcher to determine the most needed sub – skills. The researcher prepared the proposed program, a pre-post test, reflection logs and a satisfaction questionnaire. (n=62) prep-stage pupils were randomly selected to represent the participants of the study. Findings showed that there are statistically significant differences at the level of (0.01) between the mean scores of the experimental group and the control group in pre -post test in favour of the experimental group. Findings also showed that the program positively influenced the experimental group’ performance. In the light of the findings, the researcher provided some pedagogical implications and suggestions for further studies.

Effectiveness of a Program Based on Connectivism Theory in Developing EFL Writing Performance Skills of Preparatory Stage Pupils

The researcher aimed to investigate the effectiveness of a program based on connectivism theory in developing EFL writing performance skills of preparatory stage pupils. To meet this end, a diagnostic test, a questionnaire and a checklist of some writing performance sub – skills were used to make it easier for the researcher to specify the most needed writing performance sub – skills. The researcher prepared the suggested program, a pre-posttest, reflection logs and a satisfaction questionnaire. The research sample included (n=62) prep-stage pupils from three different prep schools. Findings indicated that there are statistically significant differences at the level of (0.01) between the mean scores of the experimental group and the control group in the posttest in favour of the experimental group. Findings also showed that the program positively influenced the experimental group’ performance. In accordance to the findings, the researcher presented some pedagogical implications in addition to suggestions for further studies.

An E-Portfolio as an Assessment Strategy in an Open Distance Learning Context

There has been a growing interest in using an e-portfolio as an alternative method of assessment in an open distance eLearning environment. The use of an e-portfolio as another method of assessment in Environmental Education (EE) has not been sufficiently researched. The purpose of this study was to explore how the use of an e-Portfolio as an alternative method of assessment enhances pre-service teachers' technological pedagogy in an environmental education module. Qualitative data was collected using interviews and document analysis. The study employed interpretive paradigm, connectivism theory, and purposive sampling. A qualitative approach was employed to analyse and identify emerging themes from the data. The qualitative findings are that the e-portfolio was significant in assessing sustainable education, enhanced the pre-service teachers' digital pedagogy. Challenges included a lack of computer skills, connectivity, support during compilation of e-portfolio, and sufficient activities to promote teachers' digital pedagogy.

The effect of using modern technologies based on communication theory to develop the skills of reciting the Holy Quran among students of the curriculum system in the Kingdom of Saudi Arabia: أثر استخدام التقنيات الحديثة القائمة على النظرية الاتصالية لتنمية مهارات تلاوة القرآن الكريم لدى طلبة نظام المقررات بالمملكة العربية السعودية

This study aims at identifying the Effect of Using Technology and Modern Techniques (Ayat) that is based on the connectivism theory, in developing Quran recitation skills among curriculum's students of secondary school in Saudi Arabia. In order to achieve the study's objectives, the researcher uses the semi-experimental method. The study examines a sample of (71) students of secondary school curriculum system in the first semester of the academic year 1438H - 1439H in the government schools in Riyadh. They were divided into two equal groups (experimental and control). Students of the experimental group were taught according to the software program based on connectivism theory, and the others were taught in the traditional way. An oral test is used as a study tool to measure the existence of recitation skills (correct reading, smooth reading, recitation, and chanting), and to measure the Effect of Using Technology and Modern Technique in developing these skills. After analyzing the statistical data, the results of the study indicated the Effect of Using of the Modern Techniques, based on the connectivism theory, in the development of recitation skills (correct reading, smooth reading, recitation, and chanting) among curriculum's students of secondary school in Saudi Arabia. The study also showed a statistically significant difference of (0.05) between the average scores of the two groups in the post-measurement of the recitation test in the recitation skills such as (correct reading, smooth reading, recitation, and chanting) after adjusting the pre-measurement.

The Effectiveness of a Suggested Program in Enhancing EFL Critical Reading and Writing Skills for the Secondary Students in light of Connectivism Theory

The Effectiveness of a Suggested Program in Enhancing EFL Critical Reading and Writing Skills for the Secondary Students in light of Connectivism Theory

The university staff experience of using a virtual learning environment as a platform for e-learning

Numerous Open Distance Electronic Learning (ODeL) institutions have embarked on using a virtual learning environment (VLE) as a platform to facilitate e-Learning. The purpose of this study was to explore university staff experience of using a VLE to study courses online. Connectivism theory was adopted as a guiding framework to explore the staff experiences of a VLE. As this study was empirical, a qualitative approach was used to a sample of seven staff members who studied e-courses using a VLE. Through unstructured interviews, data were gathered and thematically analysed. Trustworthiness in the study was credibly maintained. The main research question that guided the gathering of data was: what are the university staff members’ perceptions of the use of a VLE? The results revealed that the use of VLE assists in the development of digital skills and the participants are urged to embark on the design and online delivery of modules.

From a passive information consumer to a critically thinking learner

ABSTRACTThe study examines to what extent a student who is intuitive and comfortable with information consuming becomes a more critically thinking learner. The study was based on connectivism theory, which was applied to planning and executing an introductory course on online learning, with the objective of encouraging students to take an active approach to the collection, organisation and evaluation of web-based information, including emphasis on the giving and receiving of feedback in order to improve learning outcomes. For this study, a unique research instrument (α = 0.922) was developed and validated in order to evaluate how the course influenced students’ attitudes towards online learning. The research tool consisted of 45 statements organised into seven domains. Data were collected from 612 students over a two-year period. Structured telephone interviews were also carried out with 12 randomly selected students to obtain further insight into their attitudes towards online learning. The findings showed that the course produced a considerable improvement in attitude towards online learning in four of seven of the domains tested. However, a withdrawal occurred with regard to the domain of Internet digital learning. The results can be interpreted with reference to the concept of a ‘zone of proximal development’.

El conectivismo y las TIC: Un paradigma que impacta el proceso enseñanza aprendizaje

El artículo es resultado de una tarea del Grupo de Investigación en educación y tecnología, desarrollado en la Universidad Nacional de Educación de Ecuador (UNAE), específicamente de la Línea de investigación Tecnología e innovación Educativa, del grupo de investigación en Educación y Tecnología (GIET); en el artículo se evidencian los fundamentos didácticos del uso de las TIC en el proceso de enseñanza aprendizaje; se asumen posturas teóricas que permiten asirse de los elementos esenciales del conectivismo como enfoque pedagógico para el uso de las TIC en el proceso de enseñanza aprendizaje. En este trabajo se analizan diferentes concepciones sobre el aprendizaje y se presenta una propuesta fundamentada en el conectivismo y la teoría de la actividad. Se propone un modelo de la influencia del conectivismo para el uso de las TIC en el proceso de enseñanza aprendizaje, en el que se establecen nuevas relaciones entre los elementos que componen el conectivismo y las categorías del proceso de enseñanza aprendizaje desarrollador, en el marco del buen vivir, así como, que se describen los nuevos rasgos que caracterizan al modelo y se define como cualidad resultante entre las relaciones de los componentes del modelo pedagógico de Aprendizaje Emprendedor.