Newer Theories for Digital Learning Spaces

Abstract

The emergence of newer theories for digital learning spaces occurs because of a general dissatisfaction with the theorizing of earlier generations of open and distance education (ODE). After an outline of the traditional conception of the requirements for a ``learning theory,'' this article traces the sources for this dissatisfaction in traditional theories such as behaviourism and cognitivism, then traces some theoretical attempts to address them. It identifies a range of emerging theories, including connectivist pedagogy, personal learning environments, and open educational practices, characterizing these in terms of their response to the original dissatisfaction. It then returns to the characterization of a ``learning theory,'' suggesting that in the light of this new work a reconceptualization of theory may be required.