A framework for interaction and cognitive engagement in connectivist learning contexts

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,...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Zhijun Wang, Li Chen, Terry Anderson
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2014
Materias:	connectivist learning interaction connectivism cognitive engagement theory building cMOOCs Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/a81908f631e44cdd82ca2ee8d4cd28fe
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:a81908f631e44cdd82ca2ee8d4cd28fe
record_format	dspace
spelling	oai:doaj.org-article:a81908f631e44cdd82ca2ee8d4cd28fe2021-12-02T17:00:17ZA framework for interaction and cognitive engagement in connectivist learning contexts10.19173/irrodl.v15i2.17091492-3831https://doaj.org/article/a81908f631e44cdd82ca2ee8d4cd28fe2014-04-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1709https://doaj.org/toc/1492-3831Interaction 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. Zhijun WangLi ChenTerry AndersonAthabasca University Pressarticleconnectivist learninginteractionconnectivismcognitive engagementtheory buildingcMOOCsSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 15, Iss 2 (2014)
institution	DOAJ
collection	DOAJ
language	EN
topic	connectivist learning interaction connectivism cognitive engagement theory building cMOOCs Special aspects of education LC8-6691
spellingShingle	connectivist learning interaction connectivism cognitive engagement theory building cMOOCs Special aspects of education LC8-6691 Zhijun Wang Li Chen Terry Anderson A framework for interaction and cognitive engagement in connectivist learning contexts
description	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.
format	article
author	Zhijun Wang Li Chen Terry Anderson
author_facet	Zhijun Wang Li Chen Terry Anderson
author_sort	Zhijun Wang
title	A framework for interaction and cognitive engagement in connectivist learning contexts
title_short	A framework for interaction and cognitive engagement in connectivist learning contexts
title_full	A framework for interaction and cognitive engagement in connectivist learning contexts
title_fullStr	A framework for interaction and cognitive engagement in connectivist learning contexts
title_full_unstemmed	A framework for interaction and cognitive engagement in connectivist learning contexts
title_sort	framework for interaction and cognitive engagement in connectivist learning contexts
publisher	Athabasca University Press
publishDate	2014
url	https://doaj.org/article/a81908f631e44cdd82ca2ee8d4cd28fe
work_keys_str_mv	AT zhijunwang aframeworkforinteractionandcognitiveengagementinconnectivistlearningcontexts AT lichen aframeworkforinteractionandcognitiveengagementinconnectivistlearningcontexts AT terryanderson aframeworkforinteractionandcognitiveengagementinconnectivistlearningcontexts AT zhijunwang frameworkforinteractionandcognitiveengagementinconnectivistlearningcontexts AT lichen frameworkforinteractionandcognitiveengagementinconnectivistlearningcontexts AT terryanderson frameworkforinteractionandcognitiveengagementinconnectivistlearningcontexts
_version_	1718382229504131072

A framework for interaction and cognitive engagement in connectivist learning contexts

Ejemplares similares