Connectivism and Its Impact on Epistemological Problems in E-Learning

This essay critically examines connectivism as a learning theory in the context of online education, particularly its implementation in Massive Open Online Courses (MOOCs). It identifies and discusses three key epistemological and psychological problems: the learning paradox, the under-conceptualization of interaction, and the inability to adequately explain concept development. The essay argues that while connectivism offers immense learning opportunities through internet technologies, these theoretical deficiencies can hinder the learning process, particularly in areas such as knowledge acquisition and meaningful engagement. It suggests that increased interaction and readily available information within the network could enhance the connectivist learning experience.

Running head: CONNECTIVISIM AND EPISTEMOLOGICAL PROBLEMS
Connectivism and Epistemological Problems
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1CONNECTIVISIM AND EPISTEMOLOGICAL PROBLEMS
Connectivisim is one of the learning theories of the “big three” learning process. It is
a learning theory that determines the implementation of the Internet Technologies in the
learning process. Learning through connectivisim has paved a way for new opportunities to
learn and explore new ideas. Connectivitism can also be clearly described as an alternative
learning theory to behaviorism, cognitivism and constructivism (Harasim, 2017).
Connectivism is a learning procedure that states how advancements in Internet
Technologies has provided new opportunities for individuals to learn and share information
across the World Wide Web (Goldie, 2016). It is a learning procedure of the modern
technology or the digital age. The main idea underneath of connectivism is creating
connections that lead to the expansion of network complexity. A key element of connectivism
is that much learning can occur across the internet and different individuals get to know about
the different perspective of different individuals. In connectivist learning, an instructor will
control the data and answer key inquiries as required, so as to help in learning and sharing
information in internet. Understudies are likewise urged to search out data all alone on the
web and express what they find. The connectivist theory provides a phenomenon of Massive
Open Online Course (MOOC) (Knox, 2014). This program is open for all and anyone can
enroll and gather wide information through this process. It also facilitates learning as well as
sharing of information gathered. These actions take place within a specified amount of time
through online mode.
The connectivisim theory of learning provides immense learning platform however, it
has certain psychological and epistemological problems associated with it. The theory does
not completely satisfy the learning conundrum (Clarà & Barberà, 2014). Learning enhances
through increased interaction with the other individuals However, in this theory there is little
scope for interaction. Moreover, the theory is unable to clarify the advancement of ideas and
concepts. The epistemology behind the approach of learning through connectivisim is the

2CONNECTIVISIM AND EPISTEMOLOGICAL PROBLEMS
learning paradox. This simply means that if one has to learn something or wants to gather
information one should have slight information about it. If one has no knowledge about what
information he/ she wants to gather it becomes impossible for him/ her to gather that
particular information. This paradox applies to connectivisim as learning about something
that emerges in the network and is not meant to be intentional. Thus, the learner is not meant
to look for knowledge but the knowledge should be presented to him/ her.
However with the above discussion it can be stated that connectivisim provides
immense scope for learning with the help of Internet Technology. However it poses some
learning paradox and other problems such as minimized interaction among other students and
also with the teacher which can hamper the learning process of the learner. The level of
interaction among the learner and the trainer should be increased as the greater the interaction
greater will be the learning. Moreover, for removing the learning paradox the information
should be circulated in the network such that the information is readily available for the
learner and he/ she need not search for it. This would enhance the learning procedure.

3CONNECTIVISIM AND EPISTEMOLOGICAL PROBLEMS
References:
Clarà, M., & Barberà, E. (2014). Three problems with the connectivist conception of
learning. Journal of Computer Assisted Learning, 30(3), 197-206.
Goldie, J. G. S. (2016). Connectivism: A knowledge learning theory for the digital
age?. Medical teacher, 38(10), 1064-1069.
Harasim, L. (2017). Learning theory and online technologies. Taylor & Francis.
Knox, J. (2014). Digital culture clash:“massive” education in the E-learning and Digital
Cultures MOOC. Distance Education, 35(2), 164-177.