CONNECTIVISM

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Although not in celebrity limelight as xMOOCs, Siemens and Downes acquired ‘online fame’ blogging on distribution of knowledge and Connectivism as a learning theory of the digital age (Kop, 2008, online). Intensification of learning, knowledge and understanding via the expansion of one’s personal network is the essence of the Connectivism, and its primary characteristics are autonomy, diversity, openness, connectedness/ interactivity (Siemens, 2005; Downes, 2005). Rich debate on MOOCs contributes little to the pertinent questions of the teacher’s role (guiding or facilitating), the teacher’s and learner’s experience, the learners’ prior knowledge and skills and their use of digital technology, amongst others, and yet there is a considerable gap in the research in these areas. I will argue against the Siemens’ premise that “for one to learn one must connect” from the stance that the connection itself does not guarantee occurrence of learning. The clarification of what we already know from the research on online learning (Conole, et al., 2008) and the findings of the empirical studies on participants’ and facilitators’ in cMOOCs (Kop, 2011; Kop, et al., 2011; Mak, et al., 2011, Milligan, et al., 2013) will be used to support the argument.

5.2 Familiarity with technology and prior knowledge

Connectivism is anchored in the Web 2, in interactive Internet, its social networking and collaborative, learner-centred environment (Alexander, 2006; Bacon & Dillon, 2006; Downes, 2006). Affordability of social networking tools have changed the way students learn, communicate and create new artifacts (Braun & Schmidt, 2006; Brown, 2000; Dillon, 2006; Prensky, 2001; Oblinger and Oblinger, 2005). The new generation of students are active p...

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Mak, et al. (2010) study with PLENK2010 and CCK11 cMOOCs found that contradictory to more autonomy, openness and diversity of the course, more problematic learning is, more connectedness, and more support is needed. Lack of support, high a cognitive load, poor prior knowledge, and undirected novices; learning how to survive in an increasingly demanding learning environment managing hundreds of messages (Brennan, 2013, online) it could be a scenario for failure (Table 3).
As discussed above, the literature showed that more studies are needed on learners use of technology and their preferences, on the skills they bring to the course and on their perception of experts; what I mean hear is not any expert but teacher(s), irreplaceable in such online learning environment of “freedom and chaos” where there is no certainty that if “one connect one will learn”.

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