For the past two decades, instructional designers have had access to new theories that have been developed to describe the acceptance of technology into learning. One such theory is connectivism. This theory has been praised as an” effort in the digital era to produce a relevant learning theory” (Kaufman & Mann, 2007).
Siemens (2011) contended that “information technology created a new paradigm in the traditional learning environment that necessitated a new learning theory” (Siemens, 2011). One rationale for the creation of connectivism in the digital age is most learning environments are “intertwined, technological, and social in nature” (Kaufman & Mann, 2007). Instructional designers have facilitated learners to access a wealth of information resources; for instance, “online libraries, peer-reviewed journals, and book reference services along with social media, sharing, and Web 2.0 tools” (Lemke, Coughlin, Garcia, Reifsneider, & Baas, 2009).