An evaluation of a connectivist learning approach with college students in South Africa

Abstract

The patterns of interaction formed by students and their learning practices are elements that distinguish a student-centred approach from a teacher-centred approach. In a connectivist learning approach, the learning interactions are emergent and dynamic. This study validates the four connectivist attributes of students (autonomy, connectedness, diversity and openness) during the learning of mathematics in higher education. There is a need to improve the design of teaching and learning processes of mathematics in this sector to increase student engagement in the subject. There are two research questions that led towards the aim of this study. Firstly, what patterns of learning interactions appear from learning of mathematics with TVET college students? Secondly, how do these patterns inform about students’ learning practices? The objectives were to explore the interaction patterns and explain the learning practices of based on their interactions with their peers. The learning intervention conducted in this study was designed using the Analysis, Design, Development, Implementation and Evaluation (ADDIE) model of instructional design. The Frameworks for an Integrated Methodology (FraIM) was employed as the research approach. Observation and interviewing methods were conducted to gather data about the interaction patterns and their impact on academic achievements of students. Four patterns of interaction have been identified through this study. The attributes of connectivism of students in each pattern vary from one pattern to another. Therefore, the interactivity and the learning practices of students also vary with patterns. This study, therefore, recommends further studies that validate a connectivist learning approach through a dual theoretical lens in order to refine the findings of the current study.