Repensando la Educación: Lecturas y Críticas Epistemológicas a los Aportes del Conectivismo como Modelo Educativo: Rethinking Education: Epistemological Readings and Critiques of the Contributions of Connectivism as an Educational Model

Jonnathan Danilo Vallejo Sacoto; Luis Antonio Fernández Parra; Nancy Maribel Eras Eras; Marco Aurelio Guamán Buestán

doi:10.29394/Scientific.issn.2542-2987.2025.10.36.13.270-293

Authors

Jonnathan Danilo Vallejo Sacoto Instituto Tecnológico Superior Sudamericano, ITS https://orcid.org/0000-0002-5781-7834
Luis Antonio Fernández Parra Instituto Tecnológico Superior Sudamericano, ITS https://orcid.org/0009-0008-5473-3011
Nancy Maribel Eras Eras Instituto Tecnológico Superior Sudamericano, ITS https://orcid.org/0009-0000-1509-9857
Marco Aurelio Guamán Buestán Instituto Tecnológico Superior Sudamericano, ITS https://orcid.org/0000-0001-9544-2220

DOI:

https://doi.org/10.29394/Scientific.issn.2542-2987.2025.10.36.13.270-293

Keywords:

online learning, educational theory, educational technology, learning environments, teaching methods

Abstract

Connectivism presents learning as a process occurring in distributed networks of interconnected nodes, challenging traditional approaches by promoting decentralized environments where educators facilitate learning. Despite its theoretical relevance, questions persist regarding specific characteristics contributing to the educational process. This study explored connectivism characteristics that contribute to teaching and learning through a systematic literature review with a qualitative approach using the PRISMA protocol. A total of 836 articles were identified in Scopus, JSTOR, and ERIC databases, finally selecting 23 studies published between 2013-2023. Results revealed five main characteristics: connected learning environments (52,17%), interactivity (30,43%), autonomy (21,74%), openness (17,39%), and diversity (8,69%). It is concluded that connected learning environments constitute the most relevant characteristic of connectivism, enabling network-based learning and generating collaborative communities. Autonomy and interactivity emerge as fundamental competencies allowing students to manage their own learning networks. These findings establish a theoretical foundation for effective connectivism implementation in contemporary educational contexts, highlighting the need to develop digital competencies and pedagogical strategies that gradually promote these characteristics.

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Author Biographies

Jonnathan Danilo Vallejo Sacoto, Instituto Tecnológico Superior Sudamericano, ITS

Nacido en Cuenca, Ecuador, el 20 de febrero del año 1996. Tecnólogo Superior en Desarrollo de software de profesión; ejerzo funciones académicas y de acompañamiento de proyectos en el Instituto Tecnológico Superior Sudamericano (ITS); he participado como tutor de trabajos técnicos y como ponente invitado en eventos institucionales de innovación tecnológica; actualmente soy docente del Instituto Tecnológico Superior Sudamericano (ITS) de la ciudad de Cuenca, Ecuador.

Luis Antonio Fernández Parra, Instituto Tecnológico Superior Sudamericano, ITS

Nacido en Cuenca, Ecuador, el 15 de agosto del año 1992. Arquitecto de profesión; Magister en Artes y en Filosofía; con actividad académica y creativa en diseño arquitectónico y expresión gráfica; desarrollo obra y difusión visual como ilustrador; y he participado en proyectos y trabajos universitarios vinculados a sistemas estructurales laminares en madera y diseño arquitectónico; actualmente docente del Instituto Tecnológico Superior Sudamericano (ITS) de la ciudad de Cuenca, Ecuador.

Nancy Maribel Eras Eras, Instituto Tecnológico Superior Sudamericano, ITS

Nacida en Cuenca, Ecuador, el 27 de marzo del año 1995. Ingeniera electrónica y telecomunicaciones de profesión; poseo formación universitaria en la Universidad de Cuenca (UCUENCA), donde desarrollé mi tesis de grado vinculada al diseño de sistemas electrónicos aplicados a la educación y las telecomunicaciones; soy docente e investigadora del Instituto Tecnológico Superior Sudamericano (ITS) de la ciudad de Cuenca, Ecuador.

Marco Aurelio Guamán Buestán, Instituto Tecnológico Superior Sudamericano, ITS

Nacido en Azogues, provincia del Cañar, Ecuador, el 2 de mayo del año 1982. Ingeniero Informático con sólida formación y experiencia docente en el campo del desarrollo de software; actualmente me desempeño en el Instituto Tecnológico Superior Sudamericano (ITS), impartiendo asignaturas como Programación Web y Despliegue de Aplicaciones; he participado en investigaciones aplicadas enfocadas en tecnologías de asistencia para personas con discapacidad visual, mostrando interés por la integración práctica de software en entornos de inclusión y movilidad; mi enfoque profesional combina el desarrollo de soluciones tecnológicas innovadoras con la pedagogía orientada al aprendizaje significativo en carreras técnicas.

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Rethinking Education: Epistemological Readings and Critiques of the Contributions of Connectivism as an Educational Model