Analysis of connectivism as a tool for posthuman university classrooms
In the posthuman era, teaching and learning through technologies are becoming increasingly important, most especially in the university system. Connectivism, a theory of learning that emphasises the importance of connections between people and information, is one of the most influential educational...
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| Format: | Article |
| Language: | English |
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OpenED Network
2023-03-01
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| Series: | Journal of Curriculum Studies Research |
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| Online Access: | https://curriculumstudies.org/index.php/CS/article/view/143 |
| _version_ | 1797861403216838656 |
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| author | Bunmi Isaiah Omodan |
| author_facet | Bunmi Isaiah Omodan |
| author_sort | Bunmi Isaiah Omodan |
| collection | DOAJ |
| description |
In the posthuman era, teaching and learning through technologies are becoming increasingly important, most especially in the university system. Connectivism, a theory of learning that emphasises the importance of connections between people and information, is one of the most influential educational philosophies driving today’s educational dynamism. In a posthuman world, where technology is constantly evolving and becoming more sophisticated, connectivism is argued to provide a framework for understanding how students learn and how can technology be used to facilitate learning. This study argues that connectivism is one of the ways in which classroom stakeholders can be made to prepare for the posthuman era. The study is located within the transformative paradigm to enable the researcher to tailor the argument toward transforming the university classrooms towards developing a new way of thinking about society's present social boundaries by pursuing truth within a postmodern framework. In the same vein, conceptual analysis was adopted to make sense of the argument since it helps to interoperate and dismantle complex and ambiguous concepts toward meaning-making. The analysis begins by presenting connectivism and its potential assumptions. The assumptions were juxtaposed with the posthuman agenda by arguing the relationship between posthumanism and connectivism and lastly, how it prepares classroom stakeholders for building students’ capacity ahead of the emerging interaction between human (students) and non-human (technologies). The study concludes that connectivism viewpoint is one of the unavoidable philosophies of the future.
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| first_indexed | 2024-04-09T22:01:53Z |
| format | Article |
| id | doaj.art-27c8c6992ee44697ae60fdd1be927464 |
| institution | Directory Open Access Journal |
| issn | 2690-2788 |
| language | English |
| last_indexed | 2024-04-09T22:01:53Z |
| publishDate | 2023-03-01 |
| publisher | OpenED Network |
| record_format | Article |
| series | Journal of Curriculum Studies Research |
| spelling | doaj.art-27c8c6992ee44697ae60fdd1be9274642023-03-23T12:54:37ZengOpenED NetworkJournal of Curriculum Studies Research2690-27882023-03-015110.46303/jcsr.2023.2Analysis of connectivism as a tool for posthuman university classroomsBunmi Isaiah Omodan0Faculty of Education, Butterworth Campus, Walter Sisulu University, South Africa In the posthuman era, teaching and learning through technologies are becoming increasingly important, most especially in the university system. Connectivism, a theory of learning that emphasises the importance of connections between people and information, is one of the most influential educational philosophies driving today’s educational dynamism. In a posthuman world, where technology is constantly evolving and becoming more sophisticated, connectivism is argued to provide a framework for understanding how students learn and how can technology be used to facilitate learning. This study argues that connectivism is one of the ways in which classroom stakeholders can be made to prepare for the posthuman era. The study is located within the transformative paradigm to enable the researcher to tailor the argument toward transforming the university classrooms towards developing a new way of thinking about society's present social boundaries by pursuing truth within a postmodern framework. In the same vein, conceptual analysis was adopted to make sense of the argument since it helps to interoperate and dismantle complex and ambiguous concepts toward meaning-making. The analysis begins by presenting connectivism and its potential assumptions. The assumptions were juxtaposed with the posthuman agenda by arguing the relationship between posthumanism and connectivism and lastly, how it prepares classroom stakeholders for building students’ capacity ahead of the emerging interaction between human (students) and non-human (technologies). The study concludes that connectivism viewpoint is one of the unavoidable philosophies of the future. https://curriculumstudies.org/index.php/CS/article/view/143Posthumanismconnectivismuniversity classroomsclassroom stakeholders |
| spellingShingle | Bunmi Isaiah Omodan Analysis of connectivism as a tool for posthuman university classrooms Journal of Curriculum Studies Research Posthumanism connectivism university classrooms classroom stakeholders |
| title | Analysis of connectivism as a tool for posthuman university classrooms |
| title_full | Analysis of connectivism as a tool for posthuman university classrooms |
| title_fullStr | Analysis of connectivism as a tool for posthuman university classrooms |
| title_full_unstemmed | Analysis of connectivism as a tool for posthuman university classrooms |
| title_short | Analysis of connectivism as a tool for posthuman university classrooms |
| title_sort | analysis of connectivism as a tool for posthuman university classrooms |
| topic | Posthumanism connectivism university classrooms classroom stakeholders |
| url | https://curriculumstudies.org/index.php/CS/article/view/143 |
| work_keys_str_mv | AT bunmiisaiahomodan analysisofconnectivismasatoolforposthumanuniversityclassrooms |