Although the genesis of connectivism as a theory of learning in the digital age dates back to the early 2000s, in Polish pedagogy this concept remains relatively unknown, sparse in academic debates, and downright rare in empirical research. The main purpose of the article is to present the knowledge and opinions of Polish teachers regarding connectivism. To what extent do Polish teachers know the theory of connective learning? Which of its assumptions do they see as key? To what extent are they willing to apply these assumptions in practice as a path or tool for developing their own professional competences? These research questions were the basis for a survey, the presentation of which constitutes the backbone of this article. The research indicates a clear cognitive dissonance in the minds of the teachers surveyed: the gap between the perception of the potential values of connectivism and the ability/readiness to use its tools in their own learning. The summary of the text contain...

Background: According to the connectivism learning theory, learning has a different form in the digital age compared to the industrial age, where traditional learning theories were applied. Thus, this study aimed at identifying and discovering implications of connectivism learning theory for distance education. Methods: The present study was a qualitative research. Population of this study was all the documents that were published in Iran during 2007 and 2015. Based on this search, about 100 valid published academic materials including papers, books, websites, conferences , and other academic materials were recognized. Because of the large overlap of these materials, by using purposive sampling, 10 cases were selected as the research sample. In this study, Mayring's deductive qualitative content analysis method was used to extract implications of connectivism learning theory for distance education. According to the deductive model of qualitative content analysis, research question was identified in the first step. In the second step, valid and relevant publications and texts were determined. In the third step, aspects of theoretical analysis and categories were defined. In the fourth step, encoding of analysis units was done to infer the subcategories. In the fifth step, the main categories were extracted based on their most consistency with the subcategories; and in the final step, results were interpreted and quantitative assessment (e.g., frequencies) was done. Results: The results of this study referred to 9 connectivism implications as follow: networked teacher, networked students, net-worked learning, ecosystem, information and knowledge stream, connection and interaction, pluralism, and value measuring. Conclusion: Findings of this study may be useful and helpful for instructional and learning designers in e-learning environments.

This paper aims at analyzing the Web 2.0 based distance education in the K-12 schools as an emerging phenomenon that catalyzes a new educational reform all over the world. Some pre-Web 2.0 best practice examples are analyzed in order to draw the main findings in the paper. The teacher’s professional qualification designed to meet the new challenges is considered as a key problem for a successful penetration of this phenomenon in the schools. It is emphasized on the importance of designing a life-long teacher training strategy adapted to the new achievements in the technology enhanced learning research and the new learning theories. Building social skills and competencies appropriate to work in a Web 2.0 based learning environment and other global ‘social software ’ is recommended to be included both in the school curricula and the corresponding teacher development curricula. Such skills and competencies should penetrate the curricula of any life-long learning initiative dedicated to...

Education in a contemporary society is to provide an individual with the competencies that will enable him or her personal development, effective functioning in various areas of life as well as they will contribute to broaden outlook on life. Continuous updating of the potential is connected with the necessity of systematic intellectual, social and emotional improvement of an individual. It turns out to be indispensable due to constantly developing modern technologies, which make it possible to acquire thousands of pieces of information, process them, and modify them, as well as store them in our memory and make use of them in daily situations. The need for continuous development also stems from emerging new possibilities of using ICT in the learning process

Increasingly, researchers concerned with the effects of digital technology have hypothesized that the millennial generation does not think or process information like its predecessors. In an age of disruptive technology changing culture and learning, new teachers continue to leave the classroom within the first five years of service. Among the various reasons for this exodus, research often points to the nonsocial and isolating culture of the teaching profession and the lack of Web 2.0 technologies—namely social networking—used to support professional and personal growth for new teachers in the digital age. This qualitative study explored the benefits of Web 2.0 technologies on a new generation of millennial teachers who gather in communities of practice (CoPs) for professional development (PD), as part of an online teacher induction program. The 11 chosen participants comprise new teachers as mentees and their veteran teacher mentors. After observations of online discussions and a series of follow-up phone interviews with the participants, the study used a netnography methodology to identify and test for connective capital gains attained through the educational theory of connectivism. Two basic findings were uncovered: (a) the need to use technology not only for teaching, but more ubiquitously as an essential tool in ongoing professional development, including communicating, collaborating, and learning with other professionals; and (b) the need for time and proper resources to help new teachers use technology effectively. Recommendations call for increasing CoP engagement and changes in school work structures.

The evolution of society and technology sustains the globalization of today’s society and demands new literacies from citizens. Education in the learning and knowledge society is not dissociable from Information and Communication Technologies (ICT), both as a mediating and potentiating element of teaching and learning process. It is crucial that teachers understand ICT and social networking as a powerful way to restructure the teaching and learning environment, as well as to rethink how schools need to work in 21st century. Data retrieved from two distinct doctoral studies revealed that teachers in non-higher education use Web 2.0 tools, including social networking, online office applications and blogs, for professional purposes. Teachers, in general, recognize the educational potential of these Web 2.0 tools and services. Our research showed that teachers are not frequent users of networks and that they prefer the generic ones to those of a more professional nature. Aware of the ri...

George Siemens and Stephen Downes developed a theory for the digital age, called connectivism, denouncing boundaries of behaviorism, cognitivism, and constructivism. Their proposed learning theory has issued a debate over whether it is a learning theory or instructional theory or merely a pedagogical view. While the theory presented is important and valid, is it a tool to be used in the learning process for instruction or curriculum rather than a standalone learning theory? It has also forced educators to look at what is being done in digital education and rethink, debate, and philosophize over how each part fits. Continually evaluating how each new generation learns with regard to instruction and curriculum serves to hold education to high standards. Certainly this theory is worth our thorough consideration. Connectivism as a Learning Theory George Siemens and Stephen Downes developed a theory for the digital age, called connectivism, denouncing boundaries of behaviorism, cognitivi...

Objective – Students’ learning has been transformed by the advent of Web 2.0 which is defined as more personalized and a communicative form of the World Wide Web. This paper is positioned within the context of Web 2.0 through connectivism in changing the educational environment. Methodology/Technique – Connectivism is a learning theory of the digital age, which reflects the social interaction as part of the learning process. In contrast to traditional theories, students’ learning can result from social interaction. Students’ learning can visualised as connectivity; people derive skills and competencies from forming connections while focusing on connecting specialised information sets. Connectivity has established communication networks that enable students to obtain applicable knowledge and experiences. Findings – Web 2.0 tools such as blogs, social networking sites and wikis allow for a variety of online social interactions and moulding the way people relate to each other. It also supports students’ learning through the lens of connectivism. Novelty – People can still learn by applying the traditional learning theories, but the fundamental insight, aligning with the underpinning connectivism, relates to people’s ability to construct their own social networks that integrates with their personal learning environments to foster and sustain the flow of knowledge.