THE HISTORY OF CONNECTIVISM

Abstract

The ongoing digital transformation of society has reshaped the fundamental conditions under which learning occurs, compelling educational researchers to reassess classical explanations of knowledge acquisition. Earlier learning theories—behaviorism, cognitivism, and constructivism—were formulated in periods when information was comparatively limited, learning was primarily institutionalized, and educators controlled access to knowledge. Although these theories remain influential, they are increasingly viewed as insufficient for explaining learning processes in environments defined by rapid technological change, continuous information flow, and network-based interaction. Within this evolving educational landscape, connectivism emerged as a theoretical response to the demands of learning in the digital era.