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Newer theories for digital learning spaces

From National Research Council Canada

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DOIResolve DOI: https://doi.org/10.1007/978-981-19-2080-6_8
AuthorSearch for: 1
Affiliation
  1. National Research Council of Canada. Digital Technologies
FunderSearch for: Brigham Young University; Search for: The International Christian University; Search for: The University of Oldenburg; Search for: Japan Society for the Promotion of Science; Search for: German Federal Ministry of Education and Research
FormatText, Book Chapter
Subjectopen and distance education; connectivism; theory; digital learning; open educational practices
Abstract
The emergence of newer theories for digital learning spaces occurs because of a general dissatisfaction with the theorizing of earlier generations of open and distance education (ODE). After an outline of the traditional conception of the requirements for a “learning theory,” this chapter traces the sources for this dissatisfaction in traditional theories such as behaviourism and cognitivism, then traces some theoretical attempts to address them. It identifies a range of emerging theories, including connectivist pedagogy, personal learning environments, and open educational practices, characterizing these in terms of their response to the original dissatisfaction. It then returns to the characterization of a “learning theory,” suggesting that in the light of this new work a reconceptualization of theory may be required.
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PublisherSpringer Nature Singapore
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LanguageEnglish
Peer reviewedYes
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Record identifierfcb32826-62a3-434a-8ec5-d50ea3f3221c
Record created2024-05-02
Record modified2024-05-02
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