Learning Theories: Connectivism in Blended Learning Mode (Spanish Edition)

Dear Readers,

We invite you to delve into the advancements of Information and Communication Technologies (ICTs) from the perspective of educational change, particularly in the modality of implementing blended learning courses in higher education. In this context, Connectivism emerges as a new educational approach.

This theory, proposed by George Siemens and Stephen Downes (2004), suggests that knowledge is distributed across a network of connections, and therefore, learning consists of the ability to build these networks and navigate within them, thereby developing the capacity to reflect, decide, and share.

In the course of this research, new perspectives imposed by the connectivist theory were necessary for a better understanding: the constant transition through learning theories for comparative purposes, the heutagogic and andragogic models of learning, knowledge in networks, and the instructional design of distance education courses.

Thus, the study was enriched by the theoretical contributions and ideas of Siemens, Downes, Zezina Belan, Vani Moreira Kensky, Andrea Filatro, José Manoel Morán, Augusto de Franco, Jean Piaget, Skinner, and others, providing an interdisciplinary character to the investigation.

The constant transition through learning theories, such as behaviorism, cognitivism, and constructivism, was crucial for a comparative analysis and a deeper understanding of the connectivist approach. These theories, although developed in different contexts, offer valuable insights that can inform the design and implementation of blended learning courses.

The heutagogic and andragogic models of learning also emerged as relevant frameworks. Heutagogy, which emphasizes self-directed and self-determined learning, and andragogy, which focuses on adult learning principles, provide guidelines for creating learning environments that cater to the unique needs and characteristics of the target audience.

The concept of knowledge in networks is central to the connectivist theory. It suggests that learning is not confined to individual minds, but rather, it is distributed across a network of connections, where individuals, content, and technologies interact and exchange information. This perspective challenges traditional notions of knowledge acquisition and highlights the importance of developing the skills to navigate and leverage these interconnected networks.

The instructional design of distance education courses also plays a crucial role in the implementation of blended learning approaches. Scholars like Andrea Filatro have provided valuable insights into the design and development of online and hybrid learning experiences, emphasizing the need for learner-centered approaches, interactive content, and effective integration of technology.

In summary, this research journey has unveiled the transformative potential of ICTs in education, particularly in the context of blended learning. By embracing the connectivist perspective and incorporating insights from various learning theories and models, educators can design and deliver learning experiences that empower students to thrive in the digital age.

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