Abstract
Connectivist learning theory has been widely discussed with online collective higher-order thinking skills and critical reflection. Yet it is unclear how students negotiate their own identity within this collective learning. Therefore, the current study aims to explore the individual intentional approaches and processes of learning within a group. The methodology is a qualitative case study in Oman higher education. The methods of data collection are interviews and observations. The interviews were with 60 Omani college students after engaging in online and face-to-face collective meaning making and negotiations. The groups were observed three times distributed in a month. The initial analysis of results of the study indicate over-reliance on groups strongest members and decreased critical work by some students indicating that connectivism learning theory can allow students to get better assessment results than they actually deserve, it is applied for marked assignments. Pedagogical implications regarding collective group mechanism and processes are going to be presented.
Author Information
Wafa Al-Maawali, University of Technology and Applied Sciences, Oman
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