With its emphasis on the building of networks to learn, connectivism does change the relationship and role of the instructor with the learner. The instructor would be more focused on modelling and demonstrating the creation of their networks according to Downes rather than being the main provider of their knowledge like in other learning theories (Bates, 2022). Learners need to be guided in developing digital literacy to craft their networks successfully and safely, one faulty node in their connections could provide knowledge that is harmful/dangerous. Since connectivism is based on connections, courses can focus on learners making these with their peers, hopefully creating an environment where collaboration and discussion is able to be had to further the knowledge of the learners (UMGC, 2024).

With the development of connectivism occurring in the 21st century, it's basis deals greatly with technology. This theory would help students in higher education to be able to interact more and more with online material and learn from it, rather than having to rely solely on prior physical methods of learning. In a perfect world, this could increase the availability and access of learning, if more classrooms are available online, then the working learner or learner that is not able to travel to a campus has the possibility to pursue further education. Collaboration is important in higher education, so the emphasis of collaboration and connections is natural here as well. Building a network that you gain knowledge from would be beneficial too post higher education. Rather than keeping your textbooks/notes and going back to them for refreshers, a properly built network could allow the student to revisit knowledge easier and potentially help alleviate the issue that arises now with the doubling speed of knowledge.

A limitation of connectivism is access though. Despite this potentially being a strength and helping break barriers, it is doubly a limitation as not every learner will have the proper technology access or skills to effectively create and follow their network. Some students will also prefer to do their learning without technology, which can still invite the collaboration and connection in person, but this will suppress their outcomes. Digital literacy is important for connectivism, and creation of your network relies on the ability to find, evaluate, and implement information into the network. One bad actor can ruin the foundational knowledge for a learner, and now with the increase in information available, it can be easy for this to occur. At the higher education level, we would hope that students have a high level of digital literacy, but that might not be the case depending on their backgrounds, so it is a skill that would need to be cultivated earlier in the coursework.

Connectivism, especially in a post-COVID-19 world, is important to consider as a learning theory. Technology is going away and only going to continue being ever-present, so learning has to account for this. The creation of a reliable network can be beneficial to a learner whether you fully buy into this theory or not. Higher education often having career implications for the learner is my rational for why a great network is vital, being able to go back while on the job and touching on knowledge or finding new breaking research will benefit the learner and let the long term learning continue beyond any degree, cerfitication, or course.