Estado y diseminación del conectivismo. Análisis bibliométrico
Resumen De forma paralela al espectacular desarrollo de las tecnologías de la comunicación durante las últimas décadas, surgen programas de investigación que buscan construir teorías sobre el aprendizaje que respondan al proyecto comunicativo de la sociedad red. Uno de estos programas es el que trata de abrirse paso en torno a la metáfora del “conectivismo”. A partir de esta constatación, el presente trabajo se propone analizar el estado de desarrollo del conectivismo a partir de las publicaciones en las revistas académicas recogidas en Scopus y WoS. Para ello se ha adoptado la metodología de análisis bibliométrico siguiendo el modelo Prisma. Se detecta que, si bien existe producción científica ascendente que permite ver un desarrollo en ciernes del conectivismo, esta producción no se centra en el desarrollo de la teoría misma, sino que sirven como marco pragmático para atender tres temas centrales: MOOC, enfoque de enseñanza y e-learning. Queda por ver el desarrollo del conectivismo en publicaciones menos formales, pero lo más importante es saber si este marco de aprendizaje abierto y en red fue significativo en la educación digital de emergencia y si será relevante en la educación mixta.
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Friesen, N., & Lowe, S. (2012). The questionable promise of social media for education: Connective learning and the commercial imperative. Journal of Computer Assisted Learning, 28(3), 183-194. https://doi.org/10.1111/j.1365-2729.2011.00426.x
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Hansen, M. M., Miron-Shatz, T., Lau, A. Y. S., & Paton, C. (2014). Big data in science and healthcare: a review of recent literature and perspectives. Yearbook of Medical Informatics, 23(01), 21-26. https://doi.org/10.15265/IY-2014-0004
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Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. The International Review of Research in Open and Distributed Learning, 12(3), 80-97. https://doi.org/10.19173/irrodl.v12i3.890
Bell, F. (2011). Connectivism: Its place in theory-informed research and innovation in technology-enabled learning. The International Review of Research in Open and Distributed Learning, 12(3), 98-118. https://doi.org/10.19173/irrodl.v12i3.902
Calvani, A. (2009). Connectivism: New paradigm or fascinating pot-pourri? Journal of E-Learning and Knowledge Society-English Version, 4(1).
Chatti, M. A., Jarke, M., & Frosch-Wilke, D. (2007). The future of e-learning: a shift to knowledge networking and social software. International journal of knowledge and learning, 3(4-5), 404-420. https://doi.org/10.1504/IJKL.2007.016702
Cifuentes-Faura, J. (2021). Docencia online y Covid-19: la necesidad de reinventarse. Revista de Estilos de Aprendizaje, 13, 115-127. https://doi.org/10.55777/rea.v13iEspecial.2149
Clarà, M., & Barberà, E. (2013). Learning online: massive open online courses (MOOCs), connectivism, and cultural psychology. Distance Education, 34(1), 129-136. https://doi.org/10.1080/01587919.2013.770428
Clarà, M., & Barberà, E. (2014). Three problems with the connectivist conception of learning. Journal of Computer Assisted Learning, 30(3), 197-206. https://doi.org/10.1111/jcal.12040
Dabbagh, N., & Kitsantas, A. (2012). Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and higher education, 15(1), 3-8. https://doi.org/10.1016/j.iheduc.2011.06.002
De Souza, M. E. L., da Silva Martins, O. A., Duarte, M. N. M., & da Silva, M. R. (2021). Ensino Híbrido e Conectivismo: Desafios da educação na atualidade. Revista Ibero-Americana de Humanidades, Ciências e Educação, 7(3), 80-87. https://doi.org/10.51891/rease.v7i3.759
Diem, A., & Wolter, S. (2013). The use of bibliometrics to measure research performance in education sciences. Research in Higher Education, 54(1). 86-114. https://doi.org/10.1007/s11162-012-9264-5
Downes, S (2007, February 6). Msg. 2, Re: What Connectivism Is. Online Connectivism Conference: University of Manitoba. http://ltc.umanitoba.ca/moodle/mod/forum/discuss.php?d=12
Downes, S. (2012). Connectivism and Connective Knowledge. Essays on meaning and learning networks. https://bit.ly/3R1FNao
Downes, S. (2019). Recent work in connectivism. European Journal of Open, Distance and E-Learning, 22(2), 112-131. https://doi.org/10.2478/eurodl-2019-0014
Drexler, W. (2010). The networked student model for construction of personal learning environments: Balancing teacher control and student autonomy. Australasian Journal of Educational Technology, 26(3). https://doi.org/10.14742/ajet.1081
Dron, J. (2018). Smart learning environments, and not so smart learning environments: a systems view. Smart Learning Environments, 5(1), 25. https://doi.org/10.1186/s40561-018-0075-9
Dunaway, M. K. (2011). Connectivism: Learning theory and pedagogical practice for networked information landscapes. Reference Services Review, 39(4), 675-685. https://doi.org/10.1108/00907321111186686
Ebben, M., & Murphy, J. S. (2014). Unpacking MOOC scholarly discourse: A review of nascent MOOC scholarship. Learning, Media and Technology, 39(3), 328-345. https://doi.org/10.1080/17439884.2013.878352
Fini, A. (2009). The technological dimension of a massive open online course: The case of the CCK08 course tools. The International Review of Research in Open and Distributed Learning, 10(5). https://doi.org/10.19173/irrodl.v10i5.643
Fontenelle-Tereshchuk, D. (2021). ‘Homeschooling’ and the COVID-19 Crisis: The Insights of Parents on Curriculum and Remote Learning. Interchange, 52, 1-16. https://doi.org/10.1007/s10780-020-09413-1
Friesen, N., & Lowe, S. (2012). The questionable promise of social media for education: Connective learning and the commercial imperative. Journal of Computer Assisted Learning, 28(3), 183-194. https://doi.org/10.1111/j.1365-2729.2011.00426.x
García-Peñalvo, F. J. (2022). Developing robust state-of-the-art reports: Systematic Literature Reviews. Education in the Knowledge Society, 23, e28600. https://doi.org/10.14201/eks.28600
García-Peñalvo, F. J., Corell, A., Abella-García, V., & Grande-de-Prado, M. (2020). Online Assessment in Higher Education in the Time of COVID-19. Education in the Knowledge Society, 21, 12. https://doi.org/10.14201/eks.23013
Goldie, J. G. S. (2016). Connectivism: A knowledge learning theory for the digital age? Medical Teacher, 38(10), 1064-1069. https://doi.org/10.3109/0142159X.2016.1173661
Gómez-Gómez, M., Hijón-Neira, R., Santacruz-Valencia, L., & Pérez-Marín, D. (2022). Impact of the Emergency Remote Teaching and Learning Process on Digital Competence and Mood in Teacher Training. Education in the Knowledge Society, 23, Article e27037. https://doi.org/10.14201/eks.27037
Gough, D., Oliver, S., & Thomas, J. (2017). An introduction to systematic reviews, (2nd ed.). SAGE.
Greenhow, C., & Lewin, C. (2016). Social media and education: Reconceptualizing the boundaries of formal and informal learning. Learning, media and technology, 41(1), 6-30. https://doi.org/10.1080/17439884.2015.1064954
Han, H., Williams, J., & Cui, S. (Eds.) (2021). Tackling Online Education: Implications of Responses to COVID-19 in Higher Education Globally. Cambridge Scholars Publishing.
Hansen, M. (2008). Versatile, immersive, creative and dynamic virtual 3-D healthcare learning environments: a review of the literature. Journal of Medical Internet Research, 10(3), e1051. https://doi.org/10.2196/jmir.1051
Hansen, M. M., Miron-Shatz, T., Lau, A. Y. S., & Paton, C. (2014). Big data in science and healthcare: a review of recent literature and perspectives. Yearbook of Medical Informatics, 23(01), 21-26. https://doi.org/10.15265/IY-2014-0004
Hine, C. (2011). Etnografía virtual. Editorial UOC.
Jandri?, P. (2020) The Day After Covid-19. Postdigital Science and Education, 2, 531–537. https://doi.org/10.1007/s42438-020-00195-4
Jung, I. (2019). Connectivism and Networked Learning. In Open and Distance Education Theory Revisited (pp. 47-55). Springer. https://doi.org/10.1007/978-981-13-7740-2_6
Knox, J. (2014). Digital culture clash: “massive” education in the E-learning and Digital Cultures MOOC. Distance Education, 35(2), 164-177. https://doi.org/10.1080/01587919.2014.917704
Kop, R. (2011). The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course. International Review of Research in Open and Distributed Learning, 12(3), 19-38. https://doi.org/10.19173/irrodl.v12i3.882
Kop, R., Fournier, H., & Mak, J. S. F. (2011). A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses. International Review of Research in Open and Distributed Learning, 12(7), 74-93. https://doi.org/10.19173/irrodl.v12i7.1041
Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? The International Review of Research in Open and Distributed Learning, 9(3). https://doi.org/10.19173/irrodl.v9i3.523
Lange, M. (2012). Talk: Connectivism. https://bit.ly/3qSATCj
Limaymanta, C. H., Apaza-Tapia, L., Vidal, E., & Gregorio-Chaviano, O. (2021). Flipped Classroom in Higher Education: A Bibliometric Analysis and Proposal of a Framework for its Implementation. International Journal of Emerging Technologies in Learning (iJET), 16(09), 133–149. https://doi.org/10.3991/ijet.v16i09.21267
Liyanagunawardena, T. R., Adams, A. A., & Williams, S. A. (2013). MOOCs: A Systematic Study of the Published Literature 2008-2012. The International Review of Research in Open and Distance Learning, 14(3), 202-227. https://doi.org/10.19173/irrodl.v14i3.1455
Moher, D., Liberati A, Tetzlaff J, Altman DG, The PRISMA Group (2009). Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. PLoS Med 6(7), e1000097. https://doi.org/10.1371/journal.pmed.1000097
Onyema, E. M., Eucheria, N. C., Obafemi, F. A., Sen, S., Atonye, F. G., Sharma, A., & Alsayed, A. O. (2020). Impact of Coronavirus pandemic on education. Journal of Education and Practice, 11(13), 108-121.
Ortiz, J. A. T., & Corrêa, T. H. B. (2020). Aspectos pedagógicos del conectivismo y su relación con redes sociales y ecologías del aprendizaje. Revista Brasileira de Educação, 25. https://doi.org/10.1590/s1413-24782020250026
Parmaxi, A., Nicolaou, A, Kakoulli Constantinou, E, Soulé, M. V, Papadima, Sophocleous, S., & Perifanou, M. (2021). Learning theories and teaching methodologies for the design of training in digital competence for language teachers: a narrative review. In Learning and Collaboration Technologies: New Challenges and Learning Experiences (pp. 125–139, Volume 12784) Springer. https://doi.org/10.1007/978-3-030-77889-7_9
Peters M. A. (Ed.) (2017). Encyclopedia of Educational Philosophy and Theory. Springer. https://doi.org/10.1007/978-981-287-588-4
Ravenscroft, A. (2011). Dialogue and connectivism: A new approach to understanding and promoting dialogue-rich networked learning. International Review of Research in Open and Distributed Learning, 12(3), 139-160. https://doi.org/10.19173/irrodl.v12i3.934
Rivas, A. (2021). The Platformization of Education: A framework to Map the New Directions of Hybrid Education Systems. Progress Reflection, 46. https://unesdoc.unesco.org/ark:/48223/pf0000377733
Sánchez-Cabrero, R., &. Costa-Román, O. (2018). Psychopedagogical predecessors of connectivism as a new paradigm of learning. International Journal of Educational Excellence, 4(2), 29-45. https://doi.org/10.18562/IJEE.037
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1). http://www.itdl.org/Journal/Jan_05/article01.htm
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