A rhizoanalysis of learning connections among higher education learners

Abstract

This study is part of an ongoing doctoral study that seeks to explore the learning connections of higher education learners. Based on the first principle of Deleuze and Guattari"s (1987) Rhizome Theory, connection, the study was motivated by what learners connect to and how they connect in the construction of their learning in an ever growing technological environment. Actor Network Theory and the Rhizome Theory formed the theoretical framework that underpinned the study. Two questions that drove this paper were: what the connectors in learners" learning network are and how these connectors emerge to support learning. The study was a qualitative one which involved six participants who were by then higher education learners of different levels. Participants were selected using snowball sampling technique. Data collection methods included a focus group interview, observations and artefacts. The study revealed that learners were connected to very complex networks which continually multiplied through three basic rhizonomies that all behave as actors and actants; learners, machine(s) and technology. It was again found that apart from the learner-learner and learner-machine(s) connections; there also existed machine(s)-to-machine(s) and learner-technology connections in the personal learning networks of learners. Learners get connected to learning networks based on need, properties and nature of course studied. The research at this preliminary stage recommended an in-depth study to find out about characteristics of self-directed learners and how they construct meaning in a rhizomatic environment as opposed to existing industrial batch processing system that does not take individual differences into account.