Positioning of Technology-Enhanced Learning Practice Within Connectivism Theory for Developing Blended Learning

Institutions have boundaries within the system, and the wider context and dynamics of the environment. These socio-technical contexts for learning are dynamic and demand extensive enthusiasm from those trying to grasp the opportunities presented by emerging technologies. In the past decade, the authors’ institution has procured various institution-wide technologies such as Blackboard Learning Management System, Turnitin, Explorance, Inspera etc. for Technology-enhanced Learning purposes. The Technology-enhanced Learning initiative assumed a custodianship role for training staff and students in the use of these procured institutional technologies. However, little research has been done to position Technology-enhanced Learning practice in the authors’ department with relevant socio-technical approaches that link technology with the social aspects of human learning. The purpose of the study reported in this chapter was to situate Technology-enhanced Learning practice within Connectivism Theory. The Blackboard Learning Management System was randomly selected for the study and a descriptive qualitative research approach was adopted to position Technology-enhanced Learning practice within Connectivism Theory. Conceptual analysis was conducted to describe the normative applications of connectivism in the Blackboard Learning Management System. The results of that exercise were a map showing that the integration of the Blackboard Learning Management System into teaching and learning is premised on an inter-dependent relationship between technology, pedagogy, and blended learning module design principles.