Connectivism is a relatively new concept for me. When I tried to fill out the “K” in my K-W-L (Know, Want to Know, Learned) chart, I struggled to write anything. Based on the word alone, I guessed it had something to do with connection, relationships, or computer networks.
As I read further, I realized how relevant this theory is in today’s technology-driven world. Connectivism emphasizes the significance of networks and digital tools in shaping how we learn. The more I learned, the more I saw its application in both formal education and the broader learning environments shaped by technology.
In this post, I will explore the current state of connectivism in education, some challenges that I encountered, and how these opportunities shape me as an educator and a future practitioner in the instructional design field.
what is it?
Behaviorism, Cognitivism, and Constructivism, each of these theories have their ideas about what makes learning effective and how we can create environments that help people learn better. These theories were developed before technology became such a huge part of our lives. While the old learning theories are still useful, we need to think about how technology and our changing world impact how we learn. Learning should be a dynamic and ongoing process. However, over the last twenty years, technology has changed everything—how we live, how we talk to each other, and especially how we learn. (Vaill 1996 pg. 42)
Connectivism is the integration of principles explored by chaos, network, complexity, and self-organization theories. Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual. Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database) and is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing (Siemens 2005).
This theory frames learning as a dynamic and ongoing process. Constant change, unexpected developments, and shifting technologies all affect how and what we learn. Adaptability matters as much as content mastery. The value lies in how we form connections with information, people, and systems.
Current State of Connectivism
Connectivism has grown more visible in education, especially in digital and blended learning environments. Teachers now use platforms like Facebook, YouTube, and Instagram to encourage students to share and collaborate. In Filipino subjects, for example, students re-enact literary classics like Noli Me Tangere or El Filibusterismo and post their interpretations online. These digital spaces enable learners to interact, exchange ideas, and access diverse perspectives.
At my previous school, we used Learning Management Systems (LMS) to facilitate discussions, assign collaborative projects, and share resources. Platforms like Udemy and Coursera also reflect the connectivist model. Learners from different parts of the world engage with the same content, ask questions, and support each other through forums. These systems show how learning has become more accessible, dynamic, and resurgent through digital connections.
Challenges and Opportunities
While connectivist learning offers exciting possibilities, it still faces challenges.
During the pandemic, the digital divide became evident, as not all students had equal access to technology and the internet. Even economically stable students faced issues like poor weather, slow signals, and technical problems, wasting valuable time.
Data privacy concerns also hinder the adoption of digital learning networks. Some parents were wary of putting their kids’ information on Learning Management Systems, which was resolved by assuring privacy.
Concerns around data privacy and blurred boundaries between students and educators also emerged. Some students contacted teachers through personal channels at inappropriate hours. The Department of Education addressed this through DepEd Order No. 049, s. 2022, which set clear professional boundaries. Schools also launched seminars to reinforce digital etiquette and data protection.
These challenges, though frustrating, present opportunities. Schools have started strengthening computer education and emphasizing digital literacy. Instructional designers can use these moments to create more inclusive strategies and prioritize accessibility. We can establish learning spaces that are both safe and adaptive.
Conclusion
Heraclitus once said, “There is nothing permanent except change.”
Technology continues to redefine how people learn, communicate, and grow. As an educator and future instructional designer, I see connectivism as a guide for building responsive, modern learning environments.
One vision I hope to realize involves expanding digital access in underserved regions. While that may take time, I can begin by promoting digital literacy and supporting advocacy for better infrastructure. I plan to collaborate with local communities and NGOs that support education. I will also design educational content that can be accessed offline to reach learners in areas with limited connectivity.
These actions will help create environments where learning feels less derivative and more empowering. With the right tools and partnerships, we can make education more equitable and connected.
REFERENCES
Goldie, J. G. S. (2016). Connectivism: A knowledge learning theory for the digital age? https://doi.org/10.3109/0142159X.2016.1173661
Siemens, G. Connectivism: A learning theory for the digital age. Handbook of Emerging Technologies for Learning. Retrieved from https://edtechbooks.org/k12handbook/connectivism#h2_MfKL
