Most of recent efforts to test #connectivism empirically tended to ignore the #individual_experience of #learning, not to mention the common assumption which states that the testing ground for connectivism as learning theory should be #MOOCs. There is still uncertainty whether connectivism’s principles apply to students at regular universities in the same manner as they apply to the public participants in MOOC. This paper identifies this gap in the literature. Our results are somewhat counterintuitive. The number of students who decided to give up the tasks indicated that connectivism may fit well only those students who have developed their #self_regulation skills and have #motivation to be persistent in the face of setbacks. Moreover, students should gain the basics of #digital_literacy skills, something which they are clearly lacking. With the aid of visual inspection of the participants’ steps, it has also been shown that the performance of students in a #connectivist environment depends heavily on the posed topic. One striking observation to emerge from the data comparison was that the self-motivation task failed to engage participants in such environment. #Course_designers may take these conclusions into their account when preparing for connectivist courses.
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This is a really good paper. It's a very fair treatment of connectivism, representing the theory accurately and well. Some comments: - the three types of networks (neural, conceptual, and external) to me fails to capture the idea that entities in a network need to actually *connect* - ie., be able to change the state of each other - rather than just be related. I tend to draw on three examples: social networks, neural networks, and artificial neural networks. Also Watts's network of crickets, if pressed. - The paper correctly applies connectivism to problem solving, as opposed to learning some specific content. However, it forces a degree of sameness on people, in the sense that they are trying to solve problems that are put to them, rather than tasks and challenges of their own choosing. - finally, it's a lot to ask for students to go from zero to full-on connectivism (especially in a challenging setting like Palestine). I've discussed the skills needed to be successful (cf. 'critical literacies') but there doesn't seem to be any indication that students have these skills, or are even aware of them. These are pretty minor comments, though, to what is overall an excellent paper. Does it have a URL outside LinkedIn?