In our PBL group we started to investigate if there is a diffrence between connectivism and collaborative learning ? and what the differences might be if there is some. Connectivism is according to research we did more of a learning theory. They say it is one of the most prominent of the network learning theories which have been developed for e-learning environments. It provides a lens through which teaching and learning using digital technologies can be explained and managed. While collaboration is what is happening between team members in this digital world during the group work. We decided to say that they are not the same but related. They need each other. (Scott 2016)

When we think of old fashion group work, we easily relate to some bad memories from past school years. Where we have to sit down together, read in books and then there is the group chemistry, that does not always work out that well. The world is developing and so are we! I think group work is made easier to fulfill and it is more fun and maybe at some points easier to get the real benefits from collaboration and working in groups to rise. We can nowadays connect world widely and the sources of information are endless. We can work in groups with people from different parts of the world and with different background (cultural, social etc.) and with different perspectives. That is something I really think can open our eyes and open up new opportunities in learning processes.

We don’t have to travel to get to share and discuss with others. I think we have to develop our thinking, even in a professional way so it fits today’s digital world. I think motivation and knowledge about the benefits of collaboration is something that can open the eyes of those who haven’t discovered it yet. We might be scared of something new and have some bad experience in our luggage, that is affecting our thinking about group work and learning together. Also different digital literacy, I think can affect the attitudes and create fears towards connectivism and collaboration in the digital world. That is why scaffolding, sufficient time for tasks and support is important according to research that has been done. Teachers also have a important role in motivation and support. (Brindley et.al. 2009, Scott 2016) Attitudes need to be overcome and one way to do it is by getting knowledge, motivation and some good experience, I think.

I can relate to these different feelings of frustration that are recognized among students working in online collaboration in Capdeferro & Romeros article (2012), since I have experience from this student point of view according to my masters studies that go mostly online.  Results revealed that frustration is a common feeling when involved in online collaborative learning experience. The most important feeling recognized was asymmetric collaboration among team members. Which is something I think most of us can relate to from earlier experience.They also identified difficulties related to group organization, lack of shared goals among the team and imbalance in commitment and individual contributions. Time was also something that came up int this study as a important factor, as Brindley et.al. ( 2009) also mentioned in their study. I feel this suggestion that teachers in online collaboration should have experience of at least one course by them self as useful and important, to understand the frustration that can arise and to recognize support needed in different parts of the process. (Capdeferro & Romero 2012)

Social networks can be said to increase student motivation and establish the
development of deep learning. ”People who learn in a connectivist context: not only learn, they can be seen to learn how to learn, and how to produce new knowledge”(Downes 2019).

Sources:

Brindley, J., Blaschke, L. M. & Walti, C, 2009. Creating effective collaborative learning groups in an online environment. The International Review of Research in Open and Distance Learning, 10(3)):

Capdeferro, N. & Romero, M, 2012. Are online learners frustrated with collaborative learning experiences?. The International review of research in open and distance learning, 13(2), 26-44.

Downes, S, 2019. Recent Work in Connectivism, European Journal of Open,
Distance and e-Learning – Vol. 22 / No. 2 112 ISSN 1027-5207
7.11.2019
https://www.eurodl.org/materials/contrib/2019/Downes.pdf
-Features of connectivism: interaction, autonomy and network effects. ->

Scott, G, 2016. Connectivism: A knowledge learning theory for the
digital age?, Medical Teacher, 38:10, 1064-1069, DOI:
10.3109/0142159X.2016.1173661
7.11.2019