CRITIQUE OF CONNECTIVISM

1. The attitude issue to be autonomous learners- Not all are ready prepared for digital learning
(Wheeler, 2009).
2. Not all learners have enough background in a knowledge domain, computer literacy and
motivation to be able to pursue a connectivist approach to learning in it (Kop & Hill, 2008;
Hall, 2008; McLoughlin & Lee, 2008; Dron & Anderson, 2009).

3. Security, privacy issues, resistance to change, lack of interest in innovation, lack of access to
computer technology, apprehension about relying on virtual assistants and virtual reality
environments, distrust of information, forum format & blogs.

4. Preference of real time human interactions and choice to virtual sociotechnical company.

5. Institutional culture, mindset of learners, teachers need further considerations

6. Connectivism could be viewed as a modern pedagogical approach rather than a theory.

7. There is no formation, moderation and distribution of this knowledge.

Knowledge construction is not a culture-free black-box missing the essential element of guidance
at high school age level of learning (Schmidt et al. 2017)

8. Technology is only a tool, contextual relevancy has to be created and sustained. Technology could
become obsolete, outdated as the half-life period of knowledge is shrinking.

Some researchers believe connectivism is only a guide for teaching and curriculum (Verhagen, 2006)
that supports the development of new pedagogies in modern teaching-learning (Kop & Hill, 2008)

Others argue that connectivism merely an extension of constructivism (Fini, 2009; Mackness et al.,
2010; Kop, 2011). Mackness et al. (2010) and Bell (2011) advocate connectivism as just a
phenomenon; in order for it to be considered a theory, rigorous studies are needed to test its
effectiveness in practice (Bell, 2010).

IMPLICATIONS

1.The instructional design should promote access, critical evaluation, and synthesis of concepts,
opinions and perspectives that are embedded in diverse nodes across social learning networks

2. Agency and autonomy in sociotechnical connections (promote self-choice, self-expression,

control, and independence) by involving learners to define their interests (what to learn) and choose
learning tasks and resources (how to learn).

3. Transparency or openness in communications through networks to gain knowledge, share

resources, ideas and expertise to create new information and insights.

4. Provide for own personal preferred library of resources for their individualised learning styles.

5. The connectivity-ability to create local, global communities of learners through www. Aligning
align social technologies with learners needs, values, and contexts to assist learning is ongoing task
of the teacher

6. Diversity (cultural, racial, ability level) of opinions, solutions from all over the globe is considered
prior to solve their own problems. Maori and other minority learners could involve in problem
solving projects.

7. Problem based learning strategies, contextual responsive instruction, immediate feedback

communications- improve the inclusive pedagogy by enriching the learning process, content and
environment.

8. Technology has potential to ignite curiosity, access all possible resources and lay the foundations
for a life-long, life-wide and life deep learning.

9. Students can create their own libraries, artefacts of learning to reveal their true learning
identities and preferences.

10. The social technologies enable learning as seen in the increased user volumes of face-book and
LinkedIn customed for education.

CONCLUSION

Epistemology is an area of philosophy that examines questions about how we know what we know.
Different theories are describing varying aspects of one and the same: Human Learning.

Neither learning theory is flawless in its perception of how students learn and how teachers should
instruct. There are commonalities and intersections. Both theories are relevant, practised in online
education. The increased use of technology has gradually shifted the balance more toward
constructivism.

Hoic-Bozic (2009) suggest that while learning system should include elements of behaviourism,
cognitivism, connectivism, constructivism is still most widely accepted model even beyond the digital
age. Both learners and educators have the opportunity and challenge to blend these and other
related theories of learning to get the optimum outcome- an equitable & enjoyable learning
experience that promotes self-efficacy and life-long learning.

There are many factors to be considered when deciding which theory is more valid in certain
practices, including curriculum, assessment, and resources.