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A framework for interaction and cognitive engagement in connectivist learning contexts

TitleA framework for interaction and cognitive engagement in connectivist learning contexts
Publication TypeJournal Article
Year of Publication2014
AuthorsWang, Z., Chen L., & Anderson T.
EditorsMcGreal, R., & Conrad D.
PublisherThe International Review of Research in Open and Distributed Learning
Volume15
Start Page121
Issue2
Pagination121-141
Date Published04/2014
ISSN1492-3831
KeywordscMOOCs, cognitive engagement, connectivism, connectivist learning, interaction, theory building
Abstract

Interaction has always been highly valued in education, especially in distance education (Moore, 1989; Anderson, 2003; Chen, 2004a; Woo & Reeves, 2007; Wang, 2013; Conrad, in press). It has been associated with motivation (Mahle, 2011; Wen-chi, et al., 2011), persistence (Tello, 2007; Joo, Lim, & Kim, 2011), deep learning (Offir, et al., 2008) and other components of effective learning. With the development of interactive technologies, and related connectivism learning theories (Siemens, 2005a; Downes, 2005), interaction theory has expanded to include interactions not only with human actors, but also with machines and digital artifacts. This paper explores the characteristics and principles of connectivist learning in an increasingly open and connected age. A theory building methodology is used to create a new theoretical model which we hope can be used by researchers and practitioners to examine and support multiple types of effective educational interactions. Inspired by the hierarchical model for instructional interaction (HMII) (Chen, 2004b) in distance learning, a framework for interaction and cognitive engagement in connectivist learning contexts has been constructed. Based on cognitive engagement theories, the interaction of connectivist learning is divided into four levels: operation interaction, wayfinding interaction, sensemaking interaction, and innovation interaction. Connectivist learning is thus a networking and recursive process of these four levels of interaction.

URLhttp://www.irrodl.org/index.php/irrodl/article/view/1709
Rights

Attribution 4.0 International (CC BY 4.0)

Original PublicationInternational Review of Research in Open and Distance Learning
Refereed DesignationRefereed
AttachmentSize
1709-14265-1-PB.pdf423.14 KB
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