The implications of a connectivist learning blog model and the changing role of teaching and learning

Abstract

While the use of Web 2.0 tools and specifically blogs is becoming increasingly popular within higher education (HE) and has been shown to promote learning, relatively little is known about the manner in which such tools may affect how teaching and learning may change as a result of the use of such tools. It is within this context that a connectivist learning model was created and has been further developed within this paper in order to consider the implications of how the use of blogs may change the manner in which teaching and learning occurs. Within this research, a case study of the use of collective student blogs utilized as part of a formally assessed module, undertaken within an HE institution, is utilized to explore the manner in which teaching and learning can be seen to change through a connectivist learning model of blog usage. From this case study, it appears that connectivism does provide a theoretical model for the way in which teaching and learning may change as a result of the use of blogs by learners. However, the experience of staff and students who undertook the project suggests that while a number of elements of the connectivist model can be identified, these are not seen universally among all students. IntroductionAccording to the Oxford English Dictionary (2014a), Web 2.0 is defined as the second stage of development of the Internet, characterized by the change from static web pages to dynamic or user-generated content and the growth of social media. Web 2.0 could also be defined, however, as web applications that erase the barriers between the production and consumption of information. The use of such web applications within the classroom could result in the reduction of these barriers to such a degree that they are almost eliminated entirely. Furthermore, Web 2.0 tools allow connections to be formed between learners, teachers, subject expertise and general audiences which are dynamic and allow information to flow in many directions, and as a result, learning can occur according to the learner's needs, regardless of space or time.

Connectivism: A knowledge learning theory for the digital age?

“…Hogg and Lomicky (2012) study of students' on-line course experience similarly found that while autonomy and openness were present, interaction was less evident and diversity was lacking. Participation and autonomy has been found to be promoted by the "social presence" of facilitators and other participants, which fostered a sense of belonging and community that built confidence and stimulated active participation (Kop, 2011, Hogg and Lomicky, 2012, Garcia et al, 2015.…”

Assessment and learning technologies: An overview

“…At this point, the boundaries between learning and teaching become increasingly blurred. Garcia, Elbeltagi, Brown and Dungay () found evidence to suggest that:

… the use of blogs results in a learner role which is more focused toward seeking and providing peer critique, support and guidance, and as a result, there is a need for learners to be fully engaged and be willing participants within group learning. The learner role when using collective blogs therefore appears to meet the requirements of a connectivist learning environment as the learners' role becomes increasingly concerned with self‐management, knowledge management and network building within the context of the blogging community, and the need to take greater responsibility for individual learning, which does not necessarily occur naturally.

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“…At this point, the boundaries between learning and teaching become increasingly blurred. Garcia, Elbeltagi, Brown and Dungay (2014) found evidence to suggest that:…”

Are social media applications a facilitator or barrier to learning for tourism and hospitality management students?

“…For example, Dennen and Hao (2014) discuss pedagogies for mobile learning in higher education that account for mobile technology-supported collaborative learning, and one can quickly find the root of this in social constructive learning theories (Bandura, 1977;Vygotsky, 1978). Garcia et al (2015) investigate how blog practice can facilitate collectivist learning. Similarly, Brown, Czerniewicz and Noakes (2016) look at social interactions of students on SM sites and argue that in the SM sphere connected learning can take various forms, including peer-supported, interest-driven, academically oriented, production-centred, shared purpose and openly networked.…”