Enhancing Virtual Teaching and Learning through Connectivism in University Classrooms

Bunmi Isaiah Omodan, Nomxolisi Mtsi, Pretty Thandiswa Mpiti


It is argued that teaching and learning in the 21st century rely heavily on technology, especially in university classrooms. This theoretical paper contends that for students to be successful in university classrooms in the 21st century, both lecturers and students should effectively resonate with technology. This paradigm shift is not without one or two challenges which must be addressed since teaching and learning through technology has come to stay. Therefore, this study presents the proponent of connectivism theory to enhance virtual teaching and learning in university classrooms. The study is located within a transformative worldview and derives its argument from a theoretical viewpoint by positioning connectivism as a tool to enhance teaching and learning in 21st-century university classrooms. Conceptual analysis was employed to argue the place of connectivism as a tool to enhance virtual classrooms in universities. The connectivism theory was presented, and its assumptions were argued in relation to how it could be integrated into university classrooms. The study concludes that the diversity of nodes' interconnections, coherence of things and adaptation to constant change are dimensions that could enhance virtual classrooms. Therefore, concerted efforts of both lecturers and students in universities to improve these dimensions to transform virtual space in university classrooms.

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DOI: https://doi.org/10.5430/jct.v12n4p116


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Journal of Curriculum and Teaching ISSN 1927-2677 (Print) ISSN 1927-2685 (Online)  Email: jct@sciedupress.com

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