A review of learning theories and models underpinning technology-enhanced learning artefacts

Abstract

PurposeVarious technology-enhanced learning software and tools exist where technology becomes the main driver for these developments at the expense of pedagogy. The literature reveals the missing balance between technology and pedagogy in the continuously evolving technology-enhanced learning domain. Consequently, e-learners struggle to realise the pedagogical value of such e-learning artefacts. This paper aims to understand the different pedagogical theories, models and frameworks underpinning current technology-enhanced learning artefacts to pave the way for designing more effective e-learning artefacts.Design/methodology/approachTo achieve this goal, a review is conducted to survey the most influential pedagogical theories, models and frameworks. To carry out this review, five major bibliographic databases have been searched, which has led to identifying a large number of articles. The authors selected 34 of them for further analysis based on their relevance to our research scope. The authors critically analysed the selected sources qualitatively to identify the most dominant learning theories, classify them and map them onto the key characteristics, criticism, approaches, models and e-learning artefacts.FindingsThe authors highlighted the significance of pedagogies underpinning e-learning artefacts. Furthermore, the authors presented the common and special aspects of each theory to support our claim, which is developing a hybrid pedagogical approach. Such a hybrid approach remains a necessity to effectively guide learners and allow them to achieve their learning outcomes using e-learning artefacts.Originality/valueThe authors found that different pedagogical approaches complement rather than compete with each other. This affirms our recommended approach to adopt a hybrid approach for learning to meet learners' requirements. The authors also found that a substantive consideration for context is inevitable to test our evolving understanding of pedagogy.

Faculty’s Pedagogical Knowledge for Technology-Enhanced Learning in Higher Education

“…Learners can make use of their cognitive abilities to practice and construct the learning process through social interactions with internal and external communities. So, this hybrid approach to learning is the result of complementary rather than opposing pedagogical approaches (Hammad et al, 2020). That is to say, pedagogical learning theories should not be implemented in isolation in the learning environment as they rather complement each other while catering for various skills' development.…”

“…Even though connectivism fails to add to the principles of the existing learning theories through the explanation of the process of learning within technology, it is still the first attempt to reconsider the effects of technology on learning (Hammad et al, 2020). Learning theories fail to recognize the external dimension of learning as it is guided by technology and how it happens within organizations (Siemens, 2005).…”

“…Yet, online learning may cause both cognitive overloading and disorientation. Hammad et al, (2020) refer to selfregulated learning to help in overcoming these difficulties through the acquisition of cognitive and meta-cognitive skills. Saks & Leijen (2014) refer to examples like the diagnosis of needs, learning goals formulation, resource identification and selection, learning strategies implementation, and learning outcomes evaluation.…”

A Systematic Review of Virtual Reality Features for Skill Training

“…These learning theories and associated constructs, outdated by advances in learning technologies, often require revisits to consider emerging educational methods and technologies (Hammad et al, 2020). In exploring the effect of VR technology on learning, Makransky and Petersen (2019) identified two learning paths, affective and cognitive learning, where the learning process is more closely linked with VR features than their usability.…”

The Effectiveness of Blended Learning on Critical Thinking Skills Among Secondary School Students in Chemistry Subject

“…Cognitive constructivism is a significant theoretical paradigm that supports the usefulness of blended learning in enhancing critical thinking abilities. According to the source, learning is a dynamic process in which knowledge is built by combining new information with pre-existing mental frameworks (Hammad et al, 2020). Blended learning environments integrate various teaching methods, including direct instruction, interactive simulations, collaborative activities, and online resources.…”