CONNECTIVISM IN DISTANCE LEARNING

Abstract

The article is devoted to the analysis of connectivism as a modern learning theory in the context of digital transformation of education and the impact of generative artificial intelligence on pedagogical communication and professional development of teachers. The theoretical foundation of the study is based on the concepts of George Siemens and Stephen Downes, complemented by the principles of digital pedagogy and the ideas of cognitive partnership between humans and AI.
The paper examines the features of connectivist online courses, particularly the principles of decentralization, self-organization, learner autonomy, openness, and the dynamic nature of the learning environment.
The aim of the study is to determine the potential and mechanisms of influence of connectivist online courses on the development of teachers’ pedagogical competencies and the transformation of communication in the digital environment. The methodology relies on a mixed approach combining quantitative and qualitative methods: analysis of teachers’ activity in LMS Moodle, content analysis of forums and reflections, surveys, observations, and thematic coding of discussions. The research was conducted using the example of the course “E-learning 2023”, which involved teachers from Ukrainian universities.
The results showed that the connectivist course contributes to the formation of communicative, reflective, and ethical competencies, the development of critical thinking and self-regulation among participants. Teachers gradually shift from the role of content consumers to the role of facilitators and knowledge curators, while network interaction becomes a key mechanism of professional growth. The use of generative AI expands the boundaries of connectivism, creating a hybrid educational environment “human – AI – human” and increasing the importance of ethical and critical communication.
The conclusions prove the effectiveness of the connectivist approach for improving teachers’ qualifications and forming communities of practice. Prospects for further research include the development of criteria for assessing the quality of network interaction, modeling the impact of AI on educational communication, and creating experimental AI-connectivist courses of the new generation.