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The authors offer a brief look at connectivism in relation to distance and blended learning in higher education. They point out the the landscape is changing from a knowledge transmission to a knowledge acquisition system and that connectivist theory is a guide to help in this transition. They also offer a counterpoint in that the way a good number of online courses are conducted is in a knowledge delivery system that dissociates the learner. They point out the instructor interaction is mandatory to counteract the dissociation that can occur.

In this article, Reese discusses the current trends of online learning and how connectivism can help build 21st century skills through collaboration. Reese argues that without elements of communication, collaboration, and community, online education is not engaging students in meaningful learning experiences.

Hi Jessica, I really like this article because Reese actually discusses some of the academic resistance to elearning opportunities and how that has created a barrier to resources that move students forward into meaningful communication and learning. Kristen

This article examines arguments made for and against online learning and what is best for creating engaging and rigorous elearning environments. It argues the need for both asynchronous and synchronous opportunities to promote optimal communication and collaboration.

This article addresses the issues concerning the effectiveness of online learning and 21st century skills in higher education. While Web 2.0 proponents suggest that online learning environments encourage connections between students that are unique to 21st century learning environments, those opposing suggest that online interactions lack the substance and rigor needed for higher education. Incorporating the principles of connectivism as best practice can encourage high quality online learning experiences.