Qualitative Content Analysis of Connectivism Theory and Introducing a Conceptual Model of Learning Ecology Design

Abstract

Introduction: The aim of this research was to qualitatively analyze the teaching and learning components of the connectivism theory and introduce a conceptual model for designing of the connectivist learning.Materials & Methods: The method of this study was the Mayring qualitative content analysis. Initially, several questions were raised about educational design patterns including a) what are the components of education in connectivism theory? B) What is the sequence of education elements in connectivism theory? C) What are the methods of education presentation and the evaluation in connectivism theory? Then, using the theoretical framework of the mentioned theory, categories and sub-categories of the questions were identified. Finally, the main components were coded and the conceptual model for designing the learning ecologies was developed based on research findings. The statistical population of this research was credible connectivism documents, articles, posts, and reviews written during 2004-2012 (540 sources). The content of these resources were selected and analyzed using the purposive sampling method.Results: Results of the analysis led to the identification of the components of connectivism theory that introduced a learning ecology design model by combining the main components. The model consisted of eight components that include accreditation and analysis, network and ecology design, purposing- the creation of common interest, facilitating the flow of knowledge, network empowerment, remixing-recreation, feedback-evaluation, and repurposing.Conclusion: The ecology learning design model was considered in terms of micro and macro instructional design. It may be used in face-to-face, online and combined environments.

Keywords

• education
• models
• instructional technology
• instructional design
• connectivism instructional design