Connectivism is an iteration of architectonic/constructivist thought rather than a new theory of learning¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q1
Currency · newest study 2020 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q1 i? The article argues, on theoretical grounds, that connectivism emerges from the architectonic tradition and therefore should not be treated as a new learning theory lacking foundations. → Dennis 2020

Evidence¶

Dennis 2020¶

Dennis, J. (2020). Languaging Network Learning: The Emergence of Connectivism in Architectonic Thought. International Review of Research in Open and Distributed Learning, 21(3). https://www.irrodl.org/ doi:10.19173/irrodl.v21i3.4718

q1 · i? · theoretical · r3

Theoretical argument in the article's conclusion: tracing connectivism's genealogy through hypertextuality and intertextuality back to architectonic thought, the author concludes that "connectivism or network learning is another iteration of architectonics." No empirical data are offered; the support is philosophical-historical argument.

"Like constructivism, connectivism or network learning is another iteration of architectonics. As such, we find that the idea of connectivism appears to emerge out of one of our earliest theories of hypertextuality. This evidence rebuts the argument that connectivism is a new theory of learning."

Discussion¶

Related Claims¶

• Kantian architectonics is an early articulation of constructivism, with knowledge constructed into a system — a narrower finding that bears on this claim
• Dialogue underpins networked learning: thinking in networks means thinking through collaborative dialogue — related
• Hypertextuality extends intertextuality into the digital world, foreshadowing connectivism — related
• Language and dialogue operationalize the networking capacities that connectivism values — related
• The authors argue that constructivists talking about constructivist learning environments is not necessarily a paradox — related
• Collingwood's ideas about how historical knowledge is produced offer teachers sound reasons for using constructivist approaches in their classrooms — related