A Framework for Interaction and Cognitive Engagement in Connectivist Learning Contexts

Autor/inn/en	Wang, Zhijun; Chen, Li; Anderson, Terry
Titel	A Framework for Interaction and Cognitive Engagement in Connectivist Learning Contexts
Quelle	In: International Review of Research in Open and Distance Learning, 15 (2014) 2, S.121-141 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Open Education; Learner Engagement; Learning Processes; Technology Integration; Interaction; Electronic Learning; Models; Learning Theories; Social Networks; Distance Education; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Offene Erziehung; Offener Unterricht; Learning process; Lernprozess; Interaktion; Analogiemodell; Learning theory; Lerntheorie; Social network; Soziales Netzwerk; Distance study; Distance learning; Fernunterricht; Theorie-Praxis-Beziehung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10