Collaborativism

This is another learning theory devised to address post-Web 2.0 online learning uniquely. Collaborativism is inductive. In contrast to connectivism, online learning begins with observation or practical experience that triggers exploration, leading to theorisation. Thus, the learner is initially self-guiding.

Also unlike connectivism, collaborativism is rooted in 30 years of variously practiced “OCL” (online collaborative learning). OCL has three phases: idea generation, idea organisation, and intellectual convergence (Harasim, 2002). In all three, the learner is cognitively active and social: learners support each other in the creation of knowledge. Discourse is foundational to collaborativism and interaction is essential. Collaborativism incorporates Vygotsky’s recommendations regarding the advantages and necessities of social learning. The student is engaged; the instructor is facilitative. Learning is therefore productively flexible and unlike that offered by isolative, lockstep models.

In terms of collaborativist ICTs, most associable are online courseware (OC) and interaction-focussed, Moodle-type platforms. OCs present packages of teaching material that learners access via the platform or e-mail (presumably mobile devices are also supported). A typical package will contain a video or audio lecture, post-lecture quizzes, and a formative task.