International Journal of
Information and Education Technology

Abstract—The traditional learning approaches (i.e. educational philosophies or paradigms) of behaviouralism, humanism, cognitivism, social learning theory and constructivism, have been the foundation of instructional design and teaching practice. Connectivism, considered a learning paradigm in its infancy by some and a learning theory by others, augurs a more intrinsic approach for learning in the 21 century. This study explores the perceptions of 76 higher education learners regarding the use of a connectivism pedagogical approach through the use of personal learning environments. Forming part of a project to evaluate the effectiveness of personal learning environments to support self-directed learning, and thus indirectly self-regulated learning, semi-structured interviews was utilized. Results obtained include improve learner motivation, engagement, collaboration and self-actualization. Of special interest was the element of self-actualization, generally associated with humanism. In addition, learners found the new learning environment challenging, requiring them to think critical about module content. Self-directed learning, supported by the pedagogical approach of connectivism and personal learning environments, is postulated to be a crucial skill set for the 21 century learner.

Index Terms—Connectivism, self-directed learning, self-regulated learning, pedagogy.

P. W. Conradie is with Department of Information and Communication Technology, Vaal University of Technology, South Africa (e-mail: pieterc@vut.ac.za).

[PDF]

Cite: P. W. Conradie, "Supporting Self-Directed Learning by Connectivism and Personal Learning Environments," International Journal of Information and Education Technology vol. 4, no. 3, pp. 254-259, 2014.