It should be straight forward. Technology should allow us to:

1. Learn from many sources not just one.

You can access not just multiple teachers, but also the best subject matter experts, and of course you can always just ask Google! And there are so many different ways we can now consume content. 

2. Learn together or collaboratively.

Whether we're in the classroom or in multiple locations, technology can help us team up, brainstorm and explore ideas, in real time or asymmetrically.

3. Learn by leveraging technology.

Technology whether video, online learning systems, virtual classrooms or even virtual reality, makes learning easier, reduces cognitive load and can help communicate difficult to teach concepts far more effectively than traditional text books .

And now we throw in artificial intelligence which looks like it's taking connectivism to heaven or hell depending on your view!

Technology and the multiple ways we can connect digitally, should be making it easier for learners to receive, create, and share in learning. So why hasn’t connectivism as a learning theory worked? Because it’s not a learning theory but an instructional theory? The debate is a significant one in the field of education.

Instructional or learning theory. What’s the big issue?

The case against.

The debate arises when trying to categorise theories like connectivism. Critics, including Bell (2010), have referred to connectivism as an instructional theory, not a learning theory¹. They argue that connectivism provides recommendations for how to design learning environments and experiences (which is the focus of instructional theories) rather than explaining how learning occurs (which is the focus of learning theories)¹.

The case for.

However, proponents of connectivism argue that it is indeed a learning theory because it offers a new perspective on how learning occurs in the digital age¹. They believe that learning happens through networks and connections, which is a different approach compared to traditional learning theories¹ such as behaviourism, cognitivism, and constructivism.

Is educational technology at fault or an unperfected solution?

Student attendance in university classes remains a challenge, exacerbated by the shift to virtual learning during the pandemic.

• “Too few” Australians are finishing their university degrees, the lowest since 2014.
• Face to face learning is declining by as much as 24% in Australian universities.
• Getting university students to turn up to class is an ongoing challenge.

Have we arrived at a crossroads in the way we learn or teach?

The positives

Educational technology has notably benefited diverse student groups, including those with disabilities, remote learners, and Aboriginal and Torres Strait Islander communities².

Most Australian educators (43%²) believe that digital technologies have enhanced their teaching and learning activities, and 60%² feel that it has positively impacted the learning experience for students with disabilities.

The negatives

Despite the increase in the availability of edtech, Australian students’ digital literacy skills have decreased over time³. There are also concerns about the negative effects of screen time on student learning, as well as indirect effects such as impacts on anxiety and social relationships³.

The basis for technology enabled learning is based on today’s students supposedly being “Do it yourself learners” rather than the classroom directed learners many of us were brought up as?

Teaching and learning are complex processes.

This debate reflects the complexity of teaching and learning processes, especially in the context of rapid technological advancements. It also highlights the need for ongoing research and discussion to refine these theories and their applications in real-world educational settings.

Since 2018 Spinifex has pioneered technology enabled learning with evidenced-based results. If you want to find out more call us, we love a good debate.