Connectivism in the Semi-Presential Teaching Modality

Dear Readers,

From the perspective of educational changes, particularly the implementation of semi-presential courses in higher education, we invite you to explore the advancements in Information and Communication Technologies (ICTs). In this context, Connectivism emerges as a new educational approach, proposed by George Siemens and Steven Downes (2004). This theory posits that knowledge is distributed within a network of connections, and learning consists of the ability to build these networks and navigate through them, thereby developing the capacity to reflect, decide, and share.

In this investigative journey, new perspectives imposed by the connectivist theory have become necessary for a deeper understanding. These include a constant examination of learning theories for comparative purposes, the heutagogical and andragogical models of learning, the nature of knowledge in networks, and the instructional design of distance learning courses.

The research approach relied on the theoretical contributions and ideas of Siemens, Downes, Zezina Belan, Vani Moreira Kensky, Andrea Filatro, Jose Manoel Moran, Augusto de Franco, Jean Piaget, Skinner, and other scholars, providing an interdisciplinary character to the study.

Connectivism emphasizes the importance of network connections in the digital age, where knowledge is constantly evolving and being shared. This theory challenges the traditional, individual-centric models of learning and encourages learners to develop the skills necessary to navigate the ever-changing landscape of information.

The implementation of semi-presential courses in higher education, which blend face-to-face and online learning, has become a significant focus in the context of educational changes driven by ICTs. These hybrid learning environments present both opportunities and challenges, requiring a careful consideration of pedagogical approaches, technological integration, and learner support mechanisms.

Heutagogy and andragogy, as alternative models of learning, also play a crucial role in understanding the evolving nature of education. Heutagogy emphasizes self-determined learning, where learners take an active role in shaping their own learning experiences. Andragogy, on the other hand, focuses on the unique needs and characteristics of adult learners, recognizing their life experiences and autonomy in the learning process.

The notion of knowledge in networks, as proposed by the connectivist theory, shifts the traditional understanding of knowledge as a static entity to a dynamic, interconnected, and constantly evolving phenomenon. This perspective challenges educators to rethink their instructional design practices, incorporating strategies that foster the creation and circulation of knowledge within digital networks.

In the design of distance learning courses, the insights from connectivism, heutagogy, and andragogy provide valuable guidance. Instructional designers must consider the learners' autonomy, the role of technology in facilitating network-based learning, and the unique needs and characteristics of adult learners in the digital age.

Through this investigative journey, we aim to deepen our understanding of the transformative potential of ICTs in education, particularly in the context of semi-presential courses. By embracing the principles of connectivism, heutagogy, and andragogy, educators and researchers can develop innovative approaches to teaching and learning that empower learners to navigate the ever-evolving digital landscape and maximize their educational experiences.

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