Technology‐mediated learning theory

TLDR

Technology‑enhanced learning research is often criticised for lacking theoretical depth. The paper aims to integrate disparate research and theory areas to support holistic analysis of technology‑mediated learning. The authors introduce key research and theoretical areas, outline their premises, and explain how they interrelate to holistically understand technology‑mediated learning. The paper discusses how these concepts inform future research and delineates the scope and conditions for their applicability.

Abstract

Abstract Technology‐enhanced learning research, such as that relating to the use of online technologies in formal learning contexts, is sometimes criticised for being under‐theorised. This paper draws together areas of research and theory that have previously been somewhat separately treated, to support the integrated analysis and research of situations where technology mediates learning. First, key areas of research and theory relating to technology‐mediated learning are introduced, along with their associated conceptual underpinnings and assumptions, in terms of premises. These areas are then explained with relation to one another regarding how they can be used to holistically understand learning in contexts where technology mediates learning. The implications of the theoretical concepts are discussed in terms of the future conduct of technology‐mediated learning research, as well as the scope and conditions under which the theorisations apply.