LEARNING IN THE INFORMATION SOCIETY: ALTERNATIVES FOR THEORETICAL EXPLORATION

The purpose of this research is the theoretical exploration that allows recognizing the types of learning while identifying trends and possible challenges in a social context in permanent change. A qualitative research of an emergent type, was designed, with an analytical and interpretative perspective, attending to the following phases: theoretical sampling, constant comparison and formulation of new theory. Theoretical triangulation helped to ensure validity and reliability. Among the results, the following stand out: 1.-connectivism is the theory of learning that corresponds to the information society. 2.-the role of the teacher must be reconfigured according to the new context. 3.-23 types of learning were identified, for which it was proposed to organize them into three major groupings (from the auto-connective processes, from the socio-cognitive processes and from the inter-connective processes. 4.-there is an important volume of information on learning in the information society and the scientific community needs criteria of theoretical identity to improve understanding and implications. It is concluded: 1.-consensus on the impact of ICT on learning, 2.-foster research on learning, 3.-current connectivism needs greater theoretical consistency, 4.-foster global networking, eco-learning and public policies with constant monitoring for the improvement of learning.