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The MOOC Research Team at Beijing Normal University designed and developed the first massive open online course, using a connectivist (cMOOC) approach. Data from six cMOOC offerings across three years were analyzed with big-data methods, including complex network analysis, content analysis, text mining, behavior-sequence analysis, epistemic-network analysis, and statistical/econometric modeling. Findings summarize patterns of connectivist learning and interaction.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/theoretical-development-of-connectivism-through-innovative-application-in-china/598340/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/theoretical-development-of-connectivism-through-innovative-application-in-china/598340.png","ImageObject",300,407,{"name":92,"@type":93},"Mafia Boss","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of the paper on connectivism in China?","Question",{"text":112,"@type":113},"The paper investigates the theoretical development of connectivism through an innovative application in China using a connectivist MOOC approach.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the cMOOC designed and what data was used?",{"text":117,"@type":113},"A first cMOOC in China was designed and developed using a connectivist (cMOOC) approach; data came from six offerings delivered over three years.",{"name":119,"@type":110,"acceptedAnswer":120},"Which research methods were used for analyzing the cMOOC data?",{"text":121,"@type":113},"The study applied big-data analysis including complex network analysis, content analysis, text mining, behavior sequence analysis, epistemic network analysis, and statistical/econometric models.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598340,1792190440,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962090760730,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","| Volume 48 (4) | Special Issue 2022 |\n| --- | --- |\n\nTheoretical Development of Connectivism through Innovative Application in China  \nDéveloppement théorique du connectivisme à travers une application innovante en Chine  \nLi Chen, Beijing Normal University, China Yaqian Xu, Beijing Normal University, China  \nAbstract  \nConnectivism, a learning theory that reveals a new learning in the Internet environment, has become a popular academic topic at the forefront of online learning. The MOOC Research Team atthe Distance Education Research Centre at Beijing Normal University designed and developed the first massive open online course in China, adapting a connectivist (cMOOC) approach. Using the data collected from six offerings ofthe cMOOC over 3 years, the big data paradigm was used for data analysis including complex network analysis, content analysis, text mining, behaviour sequence analysis, epistemic network analysis, and statistical and econometric models. This paper summarizes the findings ofthe patterns of connectivist learning, including a) the basic characteristics and evolutional patterns of complex networks, b) the characteristics and modes of knowledge production, c) the patterns of instructional interactions, and d) the relationships between“pipe”(connection) and content and between facilitators and learners. It is expected that the outcome of this study could make contributions to understanding the changes of online learning in depth and further promote the theoretical development and practical application of a connectivist approach.  \nKeywords: Connectivism ; Innovative application; Online learning; Technology and learning  \nRésumé  \nEn tant que théorie d'apprentissage qui révèle un nouvel apprentissage dans l'environnement internet, le connectivisme est devenu un sujet académique populaire à la pointe de l'apprentissage en ligne. L'équipe de recherche MOOC du Centre de Recherche sur l'Enseignement à Distance del'Université Normale de Pékin a conçu et développé le premier cours en ligne ouvert et massif, adaptant une approche connectiviste (cMOOC) en Chine. À partir des données recueillies dans le cadre de six offres du cMOOC sur une période de trois ans, le paradigme du big data a été utilisé pour l'analyse des données, y compris l'analyse de réseaux complexes, l'analyse de contenu,  \nl'exploration de textes, l'analyse de séquences de comportements, l'analyse de réseaux épistémiques  \nCJLT/RCAT Vol. 48 (4)  \net les modèles statistiques et économétriques. Cet article résume les résultats des modèles  \nd'apprentissage connectiviste, incluant a) les caractéristiques de base et les modèles d'évolution des réseaux complexes, b) les caractéristiques et les modes de production de connaissances, c) les modèles d'interactions pédagogiques, et d) les relations entre le tuyau d’information et le contenu et entre les facilitateurs et les apprenants. On s'attend à ce que les résultats de cette étude puissent contribuer à une compréhension approfondie des changements de l'apprentissage en ligne et promouvoir davantage le développement théorique et l'application pratique d'une approche connectiviste.  \nMots-clés : Connectivisme ; application innovante ; apprentissage en ligne ; technologie etapprentissage  \nIntroduction  \nIn 2005, facing the challenge to human learning from the overload of available knowledge in the Internet era, George Siemens and Stephen Downes proposed connectivist theory, offering a new perspective of interpreting learning and knowledge generation. The connectivist theory argues that knowledge is a dynamic, invisible, and generative network phenomenon (Downes, 2005) . According to this theory, possession and grasp of knowledge is not the goal of learning; instead, learning is a process of continuously building connections and developing networks (Siemens, 2005). Together, the interactions among three levels of networks (the individual level, group level, and collective level) and among three types of network","cbCaib1nrlVkaDfS","https://ap.wps.com/l/cbCaib1nrlVkaDfS","pdf",171358,"English","# Abstract\n## Introduction\n## Theoretical Development of Connectivism through Innovative Application in China","[{\"question\":\"What is the focus of the paper on connectivism in China?\",\"answer\":\"The paper investigates the theoretical development of connectivism through an innovative application in China using a connectivist MOOC approach.\"},{\"question\":\"How was the cMOOC designed and what data was used?\",\"answer\":\"A first cMOOC in China was designed and developed using a connectivist (cMOOC) approach; data came from six offerings delivered over three years.\"},{\"question\":\"Which research methods were used for analyzing the cMOOC data?\",\"answer\":\"The study applied big-data analysis including complex network analysis, content analysis, text mining, behavior sequence analysis, epistemic network analysis, and statistical/econometric models.\"}]","Theoretical Development of Connectivism through Innovative Application in China | PDF",1792086748,48]