Autonomy, diversity, interactivity, openness and Web 2.0 showed a positive significant effect on students' achievement in a structural model¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? A structural model evaluation found that autonomy, diversity, interactivity, openness and Web 2.0 had a positive significant effect on students' achievement in independent learning through connectivism. → Downes 2019

Evidence¶

Downes 2019¶

Downes, S. (2019). Recent Work in Connectivism. European Journal of Open, Distance and e-Learning, 22(2). https://www.eurodl.org/

q2 · i? · review · r2

The survey reports, citing Zulkifley, Nor, and Siti (2018), an evaluation of a structural model for independent learning through connectivism theory and Web 2.0 towards students' achievement. The article reports significance without printing effect sizes or test statistics.

"the study revealed that autonomy, diversity, interactivity, openness and Web 2.0 have a positive significant effect on students’ achievement"

Discussion¶

Related Claims¶

• In surveyed recent literature, no evaluative study found evidence against connectivism; outcomes were positive or at worst neutral — a broader claim this one bears on
• Not all students in connectivist courses could autonomously direct their own learning, and some felt disconnected and demotivated — reports the opposite
• Critics argue connectivism cannot explain concept formation or development, invoking the learning paradox — related
• A connectivism instructional method was significantly more effective than the grammar-translation method for EFL academic engagement — related
• Instructional approach operates indirectly through autonomy and competence, while task type operates primarily through autonomy — related
• Dialogue underpins networked learning: thinking in networks means thinking through collaborative dialogue — related
• Undergraduates report very high overall satisfaction with instruction management in the cloud-based constructivism and connectivism learning model — related