Thought Question #4
Is learning online theoretically different, or can it be encompassed under existing theories of learning?

I believe that online learning can be theoretically understood by examining traditional theories of learning with newer theoretical perspectives involving digital learning environments.
Siemens (2004) suggests that learning environments encompass elements of Behaviourism, Cognitive, and Constructivism theories with online learning predominately centering on Constructivism and Social Learning theories. Siemens (2004) first introduced Connectivism as a theory of online learning to address the technology revolution. He postulates that traditional theories are limiting, as they were developed prior to the impact of digital technology. He argues that these limitations do not consider the learning process that occurs outside of people. Online learning differs as it offers connectedness, autonomy, and diversity. The way we communicate either synchronously or asynchronously is an affordance of online learning. How we navigate, create, and consume knowledge simultaneously at greater speeds than ever supports the Connectivist framework that “knowledge is disseminated across a network of connections.”
Today, there is an exponential growth of information. The birth of the World Wide Web has created a need to incorporate network nodes as learning structures. According to Siemens (2006) learning is the process of creating networks.
Another theorist, Giebrech (2007) extends Siemens ideas by pointing out that Connectivism is founded in connections which require learners to interact with knowledge that extends beyond
the classroom into real life experiences that contributes to lifelong learners. The ability to make connections is more important than the acquisition of knowledge. This contributes to communities of practice and collaborative approaches in education and the workplace.
Controversy about an online learning theory continues. I believe that by understanding traditional theories, applying and building on them with today’s advancements in technology will ultimately create the catalyst needed in education to address the technological changes that continue to make an enormous impact on 21st century society.

References
Anderson, T. (2008). Toward a theory of online learning. In T. Anderson & F. Elloumi (Eds.) Theory and Practice of Online Learning, Chapter 2 (pp. 45-74). Available online at: http://www.aupress.ca/books/120146/ebook/02_Anderson_2008_Anderson-Online_Learning.pdf
Giesbrech, N. (2007). Connectivism: Teaching and Learning. Retrieved November 15, 2011, from http://design.test.otl.ubc.ca/ Connectivism:_Teaching_and _Learning.
Kanuka, H. (2008). Understanding e-learning technologies in practice through philosophies in practice. In T. Anderson & F. Elloumi (Eds.) Theory and Practice of Online Learning, Chapter 4 (pp. 91-118). Retrieved from http://www.aupress.ca/index.php/books/12014
Scardamalia, M. & Bereiter, C. (1994). Computer support for knowledge-building communities. The Journal of the Learning Sciences, 3, (p. 265-283) http://links.jstor.org/sici?sici=1050-8406%281993%2F1994%293%3A3%3C265%3ACSFKC%3E2.0.CO%3B2-2
Siemens, G. (2004), A Learning theory for the Digital Age. Retrieved November 10, 2011, from http:// www.elearningspace.org/Articles/connectivism.htm