The Atom as a Theoretical Framework for Online Learning

Written by U Shah and R Snider


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Introduction

The viable online learning environment of rapid and constant change must be live, authentic, nurturing and flexible.  In this molecular framework the learner, facilitator and curriculum interact in a multiplicity of relationships to enable the learner to construct personal learning, to realize their learning goals and to establish and refine skills to help the individual and the collective solve the issues of the 21^st century.

Four Theories

Social constructivism

Social constructivism emphasizes that learners “create meaning through their interactions with each other and with the environment they live in” (Kim, 2001, p.3). Knowledge and meaning are constructed as a product of social and cultural experiences. Thus, “meaningful learning occurs when individuals are engaged in social activities” (Kim, 2001, p.3). Vygotsky (1978) posits that learning is negotiated and constructed through the social interactions affecting thought and language. 

Constructionism

Constructionism is a learning theory that posits that learning occurs as “building knowledge structures through progressive internationalize of actions” and the “learner is consciously engaged in constructing a public entity” (Papert & Harel 1991, p.1). The learner internalizes information (cognition) and demonstrates learning through external construction (constructing outside of their mind). Ideas are formed and transformed through construction which demonstrates learning. 

Heutagogy

According to Hase, (2000) heutagogy is the concept of truly self-determined learning. It encourages the development of the individual’s capabilities, within an environment of knowledge sharing, intuition and reflection. This approach emphasizes the human connection, self worth, capability, a system environment-interface, learning as opposed to teaching (Hase, 2000). 

Connectivism

Connectivism is a process of learning in which the environment can shift and change and is not necessarily within the control of the individual. It focuses on connecting information, determining important and unimportant information, and recognizing new information which changes decisions (Siemens, 2004). Connectivism proposes that knowledge rests in networks, resides in nonhuman applications, and learning is enabled by the currency of the technologies (Siemens, 2006, as cited in McLoughlin, 2008).

Online Learning Environment

The online learning environment is defined by Ally (2004) as:

the use of the internet to access learning materials; to interact with the content, instructor, and other learners; and to obtain support during the learning process, in order to acquire knowledge, to construct personal meaning, and to grow from the learning experience. p.17

Online learning models combine knowledge networks and communities of practice in both asynchronously and synchronously to meet the needs, learning outcomes and goals of the learner (Dabbagh, 2007). A personal learning environment is defined as “a single user’s e-learning system that provides access to a variety of learning resources” (van Harmelen, 2006, p.1). PLEs are “the sum of websites and technologies that an individual makes use of to learn. PLEs may range in complexity from a single blog to an inter‐connected web of social bookmarking tools, personal publishing platforms, search engines, social networks, aggregators, etc” (McElvaney & Berge, 2009, p.7). PLEs connect to personal learning networks (PLN) and personal web technologies (PWT). A personal learning network (PLN) is defined as an assemblage of components which influence construction of knowledge, collaboration and learning. Learners can build their online PLNs by networking with peers, friends, colleagues and professors etc. using Web 2.0 technologies. Online learning environments consist of PWTs and PLNs within PLEs which allow users to connect and expand their knowledge through external resources through human and non-human resources.