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Abstract

This paper reports the findings of a meta-interpretation into of the emergence of a new learning design concept and its positionality within the learning and teaching theory landscape. The purpose of this examination of the concept of ‘connectivism’ is to ‘dig for nuggets’ and contribute new knowledge to the current debate about the validity of ‘connectivism’ as a new and emerging learning theory. The deconstruction and systematic analysis of the concept ‘connectivism’ is based on a newly developed coding system that is also applied to other, established learning theories, providing a comparative evaluation of commonly agreed properties of well-known learning theories. The results of our analysis are discussed and possible implications for practice and further research are outlined.

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