Learning and teaching are still rooted in behaviorist and cognitivist models, but social constructivism and connectivism are reshaping how we learn in a connected world. In this post, I explore what Connectivism means, why it fits my context, and how it influences my personal learning approach.
Author’s Note:
“Learning the Connectivist Way” is a three-part series describing my journey toward self-directed learning and connectivism.
- Part I – Narrates how my learning context led me to take control of my own learning.
- Part II – Explains what Connectivism is, its salient features, and why I gravitate toward it.
- Part III – Describes my Personal Learning Networks (PLN) and the technologies I use to support them.
Learning and teaching today remain largely behaviorist and cognitivist, but social constructivism and connectivism have gradually entered mainstream thinking through the rise of lifelong and self-directed learning paradigms.
In the first part of this series, I shared the experiences that led me to take control of my own learning.
Now, let’s dive into Connectivism itself.
What Is Connectivism?
Learning and knowledge in connectivism are defined as:
“…processes that occur within nebulous environments of shifting core elements—not entirely under the control of the individual. Learning (defined as knowledge patterns on which we can act) can reside outside of ourselves (within an organization or a database), and is focused on connecting specialized information sets. The connections that enable us to learn more are more important than our current state of knowing.”
— Siemens, 2006b
Connectivists believe that knowledge is distributed across a network of connections, and that the ability to construct and traverse those networks constitutes learning itself (Downes, 2007).
The capacity to aggregate, co-create, store, and retrieve information within these networks reflects one’s level of learning in connectivism. Anderson (2008) adds that connectivism helps us understand that “learning is about making connections with ideas, facts, people, and communities.”
Salient Features of Connectivism
Many of the key ideas in connectivism resonate deeply with how I learn.
Connectivism acknowledges that new information is continuously acquired, and that learning decisions are based on rapidly shifting foundations (Siemens, 2007). In medicine and orthopedic surgery, for example, assumptions often become outdated by the time one masters a prescribed curriculum.
To stay abreast of developments in my field, I realized that my ability to find ways of knowing was more critical than what I currently knew. The faster and more efficiently I could build relevant networks, the better I could learn.
Connectivism also transcends physical and transactional distance, a feature shared with other learning theories. Like constructivism, it rejects the idea that learning is merely acquired—but unlike constructivism, connectivism asserts that learning cannot be “constructed” solely by the teacher or the learner’s environment (Downes, 2007).
In the connectivist paradigm, the act of making connections is learning itself. Interactivity takes precedence over knowledge acquisition or construction.
Criticisms Against Connectivism
Wade (2014) argues that connectivism functions more as an instructional theory than a true learning theory, since it describes instructional processes in specific contexts rather than universal learning principles. He cites Morrison, Ross, Kemp, and Kalman (2011), who differentiate between learning theories (descriptive and generic) and instructional theories (prescriptive and context-specific).
Verhagen (as cited in Veletsianos, 2010) contends that connectivism is more akin to a curriculum theory—one that specifies educational goals and approaches—than a theory of learning itself.
Wade further notes that connectivism appeals to practitioners seeking to transform their teaching by leveraging the affordances of digital media and open publishing.
From my perspective, connectivism is less a theory and more a learning paradigm—a framework for understanding how I learn. Much of the knowledge I acquire through networks is still processed behaviorally and cognitively, and the frequent “hopping” between networks diminishes the traditional role of teacher or mentor (Kop & Hill, 2008).
This kind of open, decentralized educational setup remains largely absent in the medical field. Although self-directed learning is increasingly integrated into formal medical education, research still suggests that behaviorist and cognitivist approaches are the most effective and replicable within clinical settings.
My Context for Learning
As I mentioned in Part I, I returned to my hometown to practice medicine. Around that time, rapid developments in information and communication technology (ICT) began to reach even remote areas. Broadband, fiber optics, and smartphones became more accessible, computers more powerful, and the Internet more expansive.
Meanwhile, advances in medicine and orthopedics were entering mainstream practice. Data became simultaneously connected and distributed—a hallmark of the connectivist age.
However, my access to updated medical information remained limited. Face-to-face conferences were costly and time-consuming, and journal subscriptions were often prohibitively expensive. Purchasing new textbooks every few years was no longer sustainable.
I needed an alternative learning strategy, one that fit my context and allowed continuous learning without disrupting my medical practice. That realization led me to build my own Personal Learning Network (PLN)—rooted in connectivist principles.
Building My Personal Learning Network
I began exploring social networks for learning in 2007. I followed discussion forums, aggregated news, curated information feeds, and blogged on a wide range of topics, including medicine and orthopedics.
I joined online learning communities composed of colleagues, social media practitioners, and technology enthusiasts. When none existed, I helped build one.
This evolving ecosystem of peers, information sources, and technologies became my Personal Learning Network (PLN)—a living example of connectivist learning in action.
Next: Part III
In the final part of this series, I’ll discuss my Personal Learning Networks (PLN) in detail, including the tools and technologies that support my continuous learning.
I’d love to hear your thoughts.
What is your learning paradigm?
How do you implement a learning strategy in today’s fast-moving knowledge economy?
References
Aguilar, R. (n.d.). What is #HealthXPh? [Weblog post]. Retrieved from http://healthxph.net/about/what-is-healthxph
Anderson, T. (2008). Towards a theory of online learning. In T. Anderson (Ed.), Theory and practice of online learning (2nd ed., pp. 45–74). Athabasca University Press.
Downes, S. (2007, February 3). What connectivism is. [Weblog post]. Retrieved from http://halfanhour.blogspot.com/2007/02/what-connectivism-is.html
Downes, S. (2010, May 6). Connectivist Learning and Teaching. [PowerPoint slides]. Retrieved from https://www.slideshare.net/Downes/connectivist-learning-and-teaching
Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? International Review of Research in Open and Distance Learning, 9(3), 1–13.
Lynch, M. (2017, August 5). What Is a Personal Learning Network? [Weblog post]. Retrieved from https://www.thetechedvocate.org/personal-learning-network/
Morrison, G., Ross, S., Kemp, J., & Kalman, H. (2011). Designing Effective Instruction. Hoboken, NJ: Wiley.
Siemens, G. (2005). Connectivism – A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3–10.
Siemens, G. (2006b). Knowing Knowledge. LuLu.com.
Wade, M. C. (2010, December 14). A Personal Philosophy. [Weblog post]. Retrieved from http://cybergogue.blogspot.com/2010/12/personal-philosophy.html
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