Is Connectivism Viable?

Connectivism was proposed decades ago as a learning theory tailored to the digital age, but despite the now ubiquitous use of computers and the Internet in education and the move to online learning during the pandemic, it remains unclear how connectivism might be applied in the classroom. It is time to ask whether connectivism is viable and the presentation was organized around this question. This paper, structured to mirror the presentation, first provides an overview of the theory (section 1). Its grounding claims are that knowledge is distributed across networks, meaning that learning is increasing network connectivity, and that access to networks is more important than knowing. The paper then (section 2) describes the initial reactions to the theory, which were generally either harsh rejection or advocacy with recognition that it needs further work. This is followed by a discussion of its current standing. There remains little to no research supporting the theory, long-time advocates have begun distancing themselves from it, and it is widely misunderstood by teachers and educational theorists. Highlights from the session's general discussion (section 3) are then given. There seemed consensus that although the connectivist epistemology is for various reasons incorrect, the learning theory and pedagogy provide insights into how learning should be approached in the digital age. Basically, the epistemology should go, but the pedagogy should stay. The paper closes (section 4) by suggesting that research based on the insights of connectivism minus its epistemology may be fruitful. [ABSTRACT FROM AUTHOR]