H. Eskandari; H. Fardanesh; S.M. Sajadi; A.R. Sadegh Zadeh ghamsari; S. Beheshty
Volume 17, 3,4 , February 2011, , Pages 29-50
Abstract
This article examines "connectivism", from presumptions view and epistemological aspects. Connectivism theoreticians, claim this theory is a new learning theory for digital age, and a response to new and unsteady conditions of today societies. ...
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This article examines "connectivism", from presumptions view and epistemological aspects. Connectivism theoreticians, claim this theory is a new learning theory for digital age, and a response to new and unsteady conditions of today societies. Yet, many researches all over the world, have examined this theory from different aspects, especially in relation to virtual spaces and e-learning. But there are a few ones that have studied it from epistemological views. As any theory grounded in cultural context and also current scientific paradigm, societies that have different anthropological, epistemological and axiological coordinates, should examine new theories from this aspect, before they decide to apply it. In this regard researchers according to a descriptive-analytic method explain and criticize this theory. This review shows this theory by reliance to connective knowledge(versus quantity and quality knowledge) and obligation to emergent theory (versus causal theory), tries to move from reductionist views to holistic views in education environments; nonetheless research shows that application of results and rules of other sciences(physics) in education, and also organic tenet about human, and equalizing rules of neural, social and technological networks, makes this theory reductive, in more complicated way.