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Connectivist learning theory has been widely discussed with higher-order&nbsp;thinking skills and critical reflection in online learning environments. Yet&nbsp;it is unclear how students negotiate their own identity within an academic collective learning context. To&nbsp;gain insights into the interrelations of learner identity,&nbsp;i.e. construction of learner position in one's own learning community, this study examines the manner in which the identity of a writer is negotiated intra-community of writer (how do they represent&nbsp;themselves while learning from&nbsp;others in writing tasks). A qualitative case study, involving interviews and observations in Oman higher education, was conducted&nbsp;with 56 Omani college students after engaging in online and face-to-face research course. Analysis of results&nbsp;of this study indicates a degree&nbsp;of success in terms of students navigating their digital, individual and group&nbsp;academic learner identities. However,&nbsp;some tensions are&nbsp;seen in terms of balance of participation in group&nbsp;work and difficulties of harnessing the benefits in mixed-ability groups&nbsp;of writers. More&nbsp;research&nbsp;which builds on the successes and looks for ways to address the challenges from&nbsp;a range of perspectives is recommended.

ltrq.2023.35.04.pdf

Original Research 

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Understanding Students’ Perceptions of Identity in Digital Connectivism Learning Environments

The current study implements digital connectivism theory within an English language teaching (ELT) program—specifically for pre-service teachers—in order to evaluate teachers’ ability to generate teaching activities with Bloom’s taxonomy. Connectivism theory emphasizes the principle of connecting students in a network of cognitive processes which in turn can allow the transfer of information; yet it is unclear what students do if they were asked to evaluate, synthesize and analyse (the three higher order skills of Bloom's taxonomy) in connectivism learning approach. The methodology of the study is a case study conducted by means of clustered sampling on 54 teachers, who collaborated in 18 groups and were distributed between ten schools in one district of Oman. The participants were involved in critical thinking training, generating reflections, group discussions, and filling in a checklist. The results indicate a strong need for conceptualizing the principles of connectivism theory to provide a guideline for teachers and students. It is then concluded that the concept of mental “knowledge” is expanded when integrating connectivism and Bloom’s taxonomy in the ELT field. The study proposes pedagogical implications for ELT programs.

ltrq.2022.32.01.pdf

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Integrating Critical Thinking into Digital Connectivism Theory: Omani Pre-service Teacher Development