<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>Since the introduction of connectivism as a learning theory in 2004 a body of literature has developed both offering criticisms and expanding on applications and empirical validation. This article surveys recent literature on the topic, grouping it into themes, and developing an understanding of current perspectives in connectivism. It surveys current perspectives and criticisms of connectivism, views of connectivism as a pedagogy and as a theory of learning, recent evidence supporting connectivism, and a wider understanding of connectivism as it is developing today.</p>
</abstract>

Since the introduction of connectivism as a learning theory in 2004 a body of literature has developed both offering criticisms and expanding on applications and empirical validation. This article surveys recent literature on the topic, grouping it into themes, and developing an understanding of current perspectives in connectivism. It surveys current perspectives and criticisms of connectivism, views of connectivism as a pedagogy and as a theory of learning, recent evidence supporting connectivism, and a wider understanding of connectivism as it is developing today.

Recent Work in Connectivism

European Journal of Open, Distance and E-Learning

This work is licensed under the Creative Commons Attribution 4.0 International License.

{"article-title":"Recent Work in Connectivism"}

Since the introduction of connectivism as a learning theory in 2004 a body of literature has developed both offering criticisms and expanding on applications...

Recent Work in Connectivism

Online veröffentlicht: 24. Jan. 2020

Seitenbereich: 113 - 132

DOI: https://doi.org/10.2478/eurodl-2019-0014

Schlüsselwörter
connectivism, MOOC, pedagogy, learning theory, autonomy, interactivity

© 2019 Stephen Downes, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Recent Work in Connectivism

Online veröffentlicht: 24. Jan. 2020

Seitenbereich: 113 - 132

DOI: https://doi.org/10.2478/eurodl-2019-0014

Schlüsselwörterconnectivism, MOOC, pedagogy, learning theory, autonomy, interactivity

© 2019 Stephen Downes, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Schlüsselwörter
connectivism, MOOC, pedagogy, learning theory, autonomy, interactivity