Week 4 – Reflection – Looking Beneath the Surface of Online Learning

Introduction

This week’s readings and keynotes pushed me to think more deeply about what online learning actually is. It’s easy to assume that moving a course online simply means uploading videos, lectures, or PDFs. But the theories and examples we explored showed me that online learning is not just a technical shift — it’s a pedagogical one. How we design online spaces shapes the kinds of learning that become possible.

At the same time, the reminder about writing strong reflective blog posts encouraged me to go beyond summarizing content. Instead of asking only “What did I read?”, I’m now trying to ask “Why does this matter, and what does it mean for my own future teaching?”

What? — Understanding Online Learning Through Connectivism

One idea that shaped my thinking this week was Connectivism, which emphasizes learning through networks, relationships, and the constant flow of information across different online spaces. This feels especially relevant today, where students are always moving between links, platforms, sources, and communities. I also realized that even the way we write blog posts — linking to sources, adding images, referencing peers — is a small example of Connectivism in action. We learn by connecting ideas, not just consuming them in isolation.

But what really made me pause were the keynotes by Dr. Reeves and Dr. Restoule. Dr. Reeves’ idea of “grand challenges” made me think about how many online courses today, especially those built in traditional Learning Management Systems, don’t actually support connected or flexible learning. They’re often rigid, linear, and closed off — the opposite of what Connectivism promotes.

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So What? — Rethinking What Online Courses Make Possible

Dr. Thomas Reeves’ keynote on the grand challenges in online learning made me question how online courses are usually designed. Many Learning Management Systems feel rigid and linear — almost like digital filing cabinets. This structure doesn’t always support the flexibility, openness, or interconnected learning that Connectivism encourages (Liu et al., 2024).

Then Dr. Restoule’s talk added an even more important perspective. He explained how course design can either open space for Indigenous ways of knowing or unintentionally reproduce colonial patterns. That made me realize that online learning isn’t neutral. A traditional “Westernized” course structure may not serve all learners equally. It might even create barriers for those whose learning styles value community, storytelling, land-based knowledge, or relational approaches.

This made the “why” of online learning much more meaningful. Design choices influence whose knowledge is represented and whose isn’t.

Now What? — Finding Balance as a CS Student Working in Online Spaces

The question I keep coming back to is:
How can I design or participate in online learning environments that are clear and structured, but still open, flexible, and respectful of different ways of learning?

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As a computer science student, most of the digital spaces I use — learning platforms, coding environments, discussion boards — are built around efficiency and structure. But this week made me realize that technical design choices also shape how people learn and interact. Going forward, I want to be more intentional about how I engage with these spaces. For example, I want to:

stay open to connecting ideas across different sources instead of following only one fixed path
recognize that people learn in different ways, and that not all learning fits into a single Western, linear style
support community and collaboration rather than treating online spaces as just places to submit work
take more ownership of my own learning by exploring, questioning, and building connections

I still don’t have a perfect answer, but this week helped me understand that working in technology isn’t only about tools. It’s also about the values behind them. The way online systems are designed — and the way I choose to use them — can influence who feels included, whose perspectives show up, and how meaningful the learning experience becomes.

References

Liu, D., Carter, L., & Lin, J. (2024). Towards connectivism: Exploring student use of online learning management systems during the COVID-19 pandemic. Online Learning, 28(2), 1-25. https://files.eric.ed.gov/fulltext/EJ1428253.pdf

Queen’s University. (2020). We all are learning together: A guide to building relationships, demonstrating care, decolonization, and Indigenizing your classroom in an online context. https://www.queensu.ca/indigenous/sites/oiiwww/files/uploaded_files/IndigenizingOnlineLearning_2020.pdf