Connectivism was first introduced in 2005 by two theorists, George Siemens and

Stephen Downes. Siemens’ article Connectivism: Learning as a Network Creation was published
online in 2004 and Downes’ article An Introduction to Connective Knowledge was published the
following year. Connectivism is a relatively new learning theory that suggests students should
combine thoughts, theories, and general information in a useful manner. It accepts that
technology is a major part of the learning process and that our constant connectedness gives us
opportunities to make choices about our learning. It also promotes group collaboration and
discussion, allowing for different viewpoints and perspectives when it comes to decision-
making, problem-solving, and making sense of information. Connectivism promotes learning
that happens outside of an individual, such as through social media, online networks, blogs, or
information databases. Connectivism builds on already-established theories to propose that
technology is changing what, how, and where we learn. In their research, Siemens and Downes
identified eight principles of connectivism. Connectivism shifts the learning responsibilities from
the teacher to the student. It’s up to the learner to create their own learning experience.
Connectivism is still relatively new to be subject to an appropriate assessment in terms of
strengths and potential restrained. In any case, we believe that a platform for combining
connectivism and constructivism exists. Information technology is powerful but not almighty.
They can help us a lot in finding and selecting information, but the creative step, discovery and
invention of a new relationship is already up to the pupil(s).
The Collaborative Learning Theory is a process whereby a group (or groups) of
individuals learn from each other by working together to solve a problem, complete a task,
create a product, or share one’s thinking. This theory is rooted in the work of Lev Vygotsky’s
(1934) social development theory and zone of proximal development, which highlighted the
importance of communication and social interaction in learning. In 1972, Kenneth Bruffee
introduced the learning method, Classroom Consensus Group, in which the teacher allocated
students into groups and assigned them questions to answer or problems to solve together.
Collaborative learning can be defined as an educational approach that emphasizes working
together with others to enhance learning. In collaborative learning, students make a joint
intellectual effort to actively engage with information and concepts to learn better.
Collaborative learning theory involves peer-to-peer learning that fosters deeper thinking in the
classroom. Collaborative learning across teams forces individuals to develop new connections
and find ways to work together. That’s in place of trying to memorize facts and figures. It’s all
about working together to produce a more complete understanding of the information
presented to them, by explaining a position, reframing concepts and information, and listening
to others. Collaborative learning theory suggests that group learning helps students develop
their higher-level thinking, oral communication, self-management and leadership skills.
Students also have the opportunity to build upon their leadership and organizational skills. To
think about collaborative learning in terms of roles within an organization, in software
development, a group of junior developers has a task to learn a new framework, then develop
part of a program while using it. Each developer has their own part of the code to develop, but
their work will only be successful if everybody learns and performs their part properly.
It empowers students and teachers. Connectivism shifts the learning responsibilities
from the teacher to the student. It’s up to the learner to create their own learning experience.
The role of the educator then becomes to “create learning ecologies, shape communities, and
release learners into the environment” (Siemens, 2003). In Connectivism, students are seen as
“nodes” in a network. A node refers to any object that can be connected to another object, like
a book, webpage, person, etc. Connectivism is based on the theory that we learn when we
make connections, or “links,” between various "nodes" of information, and we continue to
make and maintain connections to form knowledge. Connectivism is still relatively new to be
subject to an appropriate assessment in terms of strengths and potential restraint. In any case,
we believe that a platform combining connectivism and constructivism exists. Information
technology is powerful but not almighty. They can help us a lot in finding and selecting
information, but the creative step, discovery, and invention of a new relationship are already up
to the pupil(s). As (Pecina 2021) argue, while connectivism is still emergent within vocational
education, its ability to facilitate constructivist pedagogies and problem-solving skills within
online learning environments provides it with radically reformed vocational education. Learning
becomes a continuous, lifelong system of network activities, embedded into other activities
(Bessenyei, 2007). Bessenyei further stated: The motivation for gaining and contextualizing
information becomes stronger if searching and evaluation become a cooperative, network
activity. One way teachers implement connections is through the use of classroom social media.
For example, a class Twitter account can be used to share information, engage in discussion or
announce homework tasks. This can help boost class engagement and open the lines of
discussion among students and teachers.
Collaborative learning theory is rooted in Lev Vygotsky’s idea of, Zone of Proximal
Development. Here, learners rely on one another to accomplish tasks that they otherwise
wouldn’t be able to complete individually. Collaborative learning is key for developing critical
thinking skills, with it suggested that students retain more information when working in groups.
Collaborative learning theory involves peer-to-peer learning that fosters deeper thinking in the
classroom. Collaborative learning theory suggests that group learning helps students develop
their higher-level thinking, oral communication, self-management, and leadership skills.
Students also have the opportunity to build upon their leadership and organizational skills.
“Cooperative learning is an educational approach that promotes interaction among students
and shared responsibility for academic achievement” (Stein, R. & Hurd, S.). Collaborative
activities are any activities where learners are working co-operatively in pairs or groups. An
example of collaborative activities are pair or group discussions, drama, and role play.
Collaboration-based instructional approaches promote learning techniques for active and
agentic learning (Hmelo-Silver).
 REFERENCES

Bessenyei, I. (2007). Learning and Teaching in the Information Society. e-learning

2.0 and Connectivism. Retrieved December 27, 2008, from
http://www.ittk.hu/netis/doc/ISCB_eng/12_Bessenyei_final.pdf
Pecina, P. (2021). The Role of Connectivism in Technical Vocational Education and
Training. Retrieved January 8, 2023, from
{https://dx.doi.org/10.21125/inted.2021.1610}
Siemens, G. (2004). Connectivism: A Learning Theory for the Digital Age. [online].
Retrieved April 24, 2007 from
http://www.elearnspace.org/Articles/connectivism.htm
 WORK CITED

Hmelo-Silver, C. E. (2004). Problem-based learning: what and how do students

learn? Educ. Psychol. Rev. 16, 235–266. doi:
10.1023/B:EDPR.0000034022.16470.f3
https://www.frontiersin.org/articles/10.3389/feduc.2020.00111/full
Stein, R. F. & Hurd, S. (2000). Using Student Teams in the Classroom: A Faculty
Guide. Bolton, MA: Anker Publishing Company
Inc.https://www.researchgate.net/publication/234604917_Using_Student_Teams
_in_the_Classroom_A_Faculty_Guide