“Connectivism is a learning theory that explains how Internet technologies have created new opportunities for people to learn and share information across the World Wide Web and among themselves… A key feature of connectivism is that much learning can happen across peer networks that take place online.” (“Connectivism (Siemens, Downes)”. Learning Theories. 2015-06-01. Retrieved 2019-09-29.)
The basic premise of this learning theory is that, with the exponential growth of information available through the Internet, the process by which we learn is changing. Furthermore, where information is retained now is primarily stored in data networks and on servers. It is through the use of these networks and creating personal social networks across the world that we obtain new information and ideas.
Frances Bean (“Connectivism: Its Place in Theory-Informed Research and Innovation in Technology-Enabled Learning” International Review of Research in Open and Distance Learning Vol. 12.3 March – 2011 Athabasca University) argues that although Connectivism is influential, without the development of a substantial research base, it will not be perceived as a standalone learning theory. Another critique is that other, more suitable theories exist which attempt to answer the questions connectivism attempts to address, such as communities of practice, actor-network theory, and activity theory.
I recognize the usefulness of connectivism in theory, as it highlights the social networking aspects of learning. With uninhibited access to the World Wide Web, many people now turn to sites like Google and YouTube to help find the information they seek to discover facts, learn how to do something, learn how something works, discover how things relate or connect, among other things. One of the most important lessons that should be taught in conjunction with connectivism is how to be media savvy. Simply because information can be found through the Internet does not mean the resource is true or reliable, or even current.