ScholarWorks@숙명여자대학교

초록

The connectivism was established as a learning theory by Siemens and Downes in 2005 to explain learning in the current technology and knowledge based society. This theory criticizes previous learning theories and raises different perspective on learning. The purpose of this study is to critically review connectivism and find implications to the field of lifelong educational study and practice. To achieve this purpose, this study explore and analyze philosophical roots and critical concepts of connectivism. After that, this study examines current trends of research related with connectivism and suggests some implications. Connectivism is influenced by three main philosophical roots such as complexity theory, constructionism, and postmodernism. Based on these, connectivism raises different perspectives on truth and values from other learning theories. So, connectivism argues that the subject of learning is the network and knowledge and meaning is distributed to all over the nework, not belong to individual any more. Also, connectives suggests eight principles and some important concepts such as network, emergence, distributive knowledge and patterning in order to explain learning. Though connectivism have been criticized because of its perspective on knowledge and meaning, many studies and practices have been conducted based on suggestions of connectivism. From this perspective, connectivism could contribute to expand the boundary of study on lifelong education and educational practices.

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