**4. Theoretical framework**

Connectivism is a well-known theory that became popular in published articles in 2005, for which there were two publications: "Siemens Connectivism: Learning as Network Creation" [5] and "Downes An Introduction to Connective Knowledge" [6]. The current digital and e-learning space focuses on teaching and learning activities and cognitive theoretical foundations based on connectivism, which is a departure from

constructivism. Considering connectivism and its technological implications, modern teaching and learning activities are based on this learning theory, which is based on a change in technology and the mandated LMSs by higher education institutions. Furthermore, this theoretical framework is used in this article as it focuses on understanding education in a period of digital transformation. It then emphasizes how Internet technologies such as web browsers, search engines, wikis, online discussion forums, and social networks relate to current ways of learning. The affordability of technology has enabled academics to acquire skills and share knowledge across the World Wide Web and with each other in ways that were not possible before the transition to digital transformation.

Learning does not simply happen in an individual, nevertheless, it is across the networks. Connectivism comprehends knowledge as a network and learning as a process of pattern recognition [7]. The phrase "a learning theory for the digital age" indicates the emphasis that connectivism provides to technology's effect on how people live, communicate, and learn. In relation to this paper, connectivism becomes an integral part of establishing the interconnectedness between the lecturer and students with transformative principle-based pedagogy where the emphasis is on the joint construction of knowledge in a community of students through the aid of e-learning education systems and platforms.
