In 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
Siemens(2011) contended that information technology created a new paradigm in the traditional learning environment that necessitated a new learning theory. One rationale for the creation of
Connectivism may have been the inspiration for addressing the shortcomings that many higher education institutions faced in the management of online courses, with its natural pairing of technology and pedagogy. In a recent and unprecedented collaboration between Stanford, Princeton, and Yale Universities (Coursera), as well as Harvard University and the Massachusetts Institute ofTechnology (edX), these MOOC providers have reported student enrollments in the millions (Yeager, Hurley-Dasgupta, & Bliss, 2013). In the practical application of
Lindner (2006) noted that microcontent and information
Instructional designers must have a good grasp of technology and study all pedagogical approaches. These approaches are of a more conventional nature, such as behavioral, developmental, constructivist, and cognitive theories. These theories existed well before the onset of the information technology era that introduced the internet (Dunaway, 2011; Kaufman & Mann, 2007).
Instructional designers can use a variety of learning theories but need to acknowledge that connectivism as a theory of learning changed the way modern education is perceived (Dunaway, 2011). The association between knowledge, education, and experience is an important aspect of connectivism. Connectivism has facilitated the conversation beyond technology to the current meaning of what good instructional design is and how technology can expedite it.
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Yeager, C., Hurley-Dasgupta, B., & Bliss, C. A. (July 01, 2013). cMOOCs and global learning: An authentic alternative. Journal of Asynchronous Learning Networks, 17, 2, 133-147. Retrieved from http://files.eric.ed.gov/fulltext/EJ1018269.pdf