From Behaviourism to Connectivism and Beyond: Evolving Theories for Technology-Enhanced Education

Abstract

Digital pedagogy has transformed the theoretical framework of technologies-enhanced learning, such as e-learning, blended learning, and distance education, that has grown rapidly. The development of learning theories since the time of behaviourism and cognitivism through constructivism, social constructivism and connectivism, as well as the analysis of modern theoretical frameworks like Activity Theory, Learning Analytics, TPACK, SAMR and rhizomatic/networked learning, are presented in this study. This paper presents empirical findings and a literature review done within the last ten years; therefore, drawing on these findings, this paper argues that technology-enhanced learning can be effectively done based on a multi-theoretical and integrated approach that can co-align pedagogical goals with digital opportunities and socio-cultural backgrounds. The examples are illustrative of how hybrid theoretical frameworks can be used to design courses, create assessment plans, and community-building in online and blended classes. Two conceptual maps: a historical roadmap and a synthesized theoretical map are provided to help educators and researchers in knowing how the traditional theories and the contemporary frameworks correlate with each other. The paper ends with the further research directions, such as the synthesis of the theory, cross-disciplinary discovery, and implications of the emerging technological tools, which are artificial intelligence and immersive learning environments, to the pedagogical process.