Connectivity: A Framework for Understanding Effective Language Teaching in Face-to-face and Online Learning Communities

Abstract

This is an exploratory paper that uses the construct of connectivity to examine the nature of effective language teaching and learning in both face-to-face and online learning environments. Broader in scope than Siemens’ notion of connectivism, the term connectivity accommodates both transmission approaches to teaching and learning and social constructivist views of teaching and learning that accord with Web 2.0’s dialogue-building and social networking tools. The paper identifies five dimensions of connectivity, ranging from the connections that effective teachers make with their students in conventional classroom situations to the ways that effective teachers intuitively seek to meld their students into learning communities in blended and distance learning environments. The notion of connectivity also focuses attention on the complex and changing roles of teachers and their relationships with their classes in both traditional classrooms and more loosely-connected, virtual learning environments. The paper concludes by suggesting that, far from being redundant in a world increasingly shaped by socially-driven online interactions, classroom language teachers have a vital role to play in building and maintaining learning communities in which students are both supportive of, and feel supported by, both their teacher and their peers.

Connectivism and leadership: harnessing a learning theory for the digital age to redefine leadership in the twenty-first century

“…Siemens (2005b, p. 10) also argues that "knowledge does not only reside in the mind of an individual, knowledge resides in a distributed manner across a network." Based on this observation, Siemens discusses the changing responsibilities of teachers: "control being replaced by influence, so that instead of controlling a class, a teacher now influences or shapes a network" (Senior, 2010).…”

Blended Learning and EFL Secondary School Teacher

“…Chen and Jones (2007) mentioned that using web-based resources deepen students understanding of topics. Teachers (those are ) new to blended learning fail to interact in online components with students because they feel that they are doing the same thing twice (Nakazawa, 2009).Teachers should focus on the outcomes and how to benefit more from the use of technology as a virtual extension of the classroom (Senior, 2010). It may be possible that enhancing blends of both modes cause some changes to the teaching learning experience but not a complete change.…”

EFL Secondary School Teachers’ Views on Blended Learning in Tabuk City

“…According to Lo, Johnson, and Tenorio (2011) when students use blended learning their perception level of deep thinking and problem solving is higher. Also, it helps teachers to engage in live instruction in class, using communicative activities which encourage language production (Richards, 2010;Senior, 2010). Moreover, this approach offers flexible resources which make the learning environment more active, by providing students with new experiences and outcomes (Oh & Park, 2009;Davis & Fill, 2007).…”

“…Also, blended learning is limited by some of the teachers' perceptions that they need to cover all of the course materials in class (Johnson, 2014). Teachers should focus on the outcomes and how to benefit more from the use of technology as a virtual extension of the classroom (Senior, 2010). …”