联通主义学习路径与学习者发展

王东华¹  张翼然²  肖建军³  王小凯³  徐亚倩^3* 

（1.天津大学 药物科学与技术学院，天津 300072；2.湖南农业大学 教育学院， 湖南 长沙 410128；3. 北京师范大学 远程教育研究中心，北京 100875） 

【摘  要】联通主义课程揭示了“互联网+”时代的一种新的学习现象，也培育了一批“互联网+”时代的新 型学习者。他们相聚在cMOOC，与cMOOC共同成长和发展，用自己的行动生动地阐释了何为新时代的终身学习者。 他们自主开放，乐于分享，敢于创新，善于拥抱复杂性和不确定性。他们起初是联通主义学习者，随后成长为联 通主义课程的建设者、活动主持者、课程促进者、实践推广者和联通主义研究者。本文以五位典型学习者自述的 方式，从对联通主义学习的认识、联通主义学习的重要策略、联通主义学习的收获三个维度呈现联通主义学习者 的成长路径与发展，定义网络环境下学习者的新样态，从学习者视角阐明联通主义学习在“互联网+”时代的价 值和意义。 

【关键词】联通主义；cMOOC；学习者；学习路径；成长与转变；学习策略

The Learning Path and Learners’ Development in Connectivism 

WANG Donghua¹, ZHANG Yiran², XIAO Jianjun³, WANG Xiaokai³ and XU Yaqian^3* 

(1.School of Pharmaceutical Science and Technology, Tianjin University, Tianjin 300072, China; 2. College of Education, Hunan Agricultural University, Changsha 410128, China; 3. Research Centrer, of Distance Education, Beijing Normal University, Beijing 100875, China) 

Abstract: Connectivism reveals a new learning phenomenon, and cultivates a group of new learners in the era of “Internet +”. They gathered at cMOOC, grew and developed together with cMOOC, vividly reflected lifelong learners in the new era with their own actions. They are open, willing to share, innovative, and welcome complexity and uncertainty. Not only are they learners in connectivist learning, but also growing up to be course designers, activity hosts, curriculum facilitators, practice promoters and connectivist researchers. Taking five learners as typical cases, the learning path and learners’development in connectivist learning are shown from three aspects: Their understanding of the connectivist learning, their learning strategies, and their learning outcomes. It is expected to define the new shape of learners in network environment and to clarify the value and significance of connectivist learning in the era of “Internet +” from the perspective of learners. 

Keywords: Connectivism; cMOOC; learners; learning path; growth and development; learning strategies

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