Technology-Mediated Learning: A Comprehensive Theoretical Model

Abstract

Increasing organizational investment in technology for training and learning underscores how important it is for researchers to understand and investigate technology-mediated learning (TML). However, the limited empirical data in this area fails to provide a consistent and comprehensive picture of the TML phenomena. A critical aspect missing from existing research is the focus on the learning process. In this paper, we articulate a theoretical model, based on Adaptive Structuration Theory, for TML that explicitly configures elements of the learning process, including team, technology, and learning technique structures. Existing TML research from the information systems (IS) and education literatures is summarized and research gaps are identified. The paper not only helps to explain inconsistencies in previous research, but also develops specific propositions for future research. The propositions stated in the paper represent the theoretical relationships among the constructs in the TML model. The model provides a vehicle for researchers, both in IS and education, to summarize and integrate existing research and theories and to guide future research in this important area.

Enhancing e-learning effectiveness using an intelligent agent-supported personalized virtual learning environment: An empirical investigation

“…Most online education programs still adopt a traditional homogenous learning model with one single set of learning materials for all learners, though they have different backgrounds, learning styles, and cognitive capabilities. This lack of flexibility in a homogeneous model could be one reason that VLEs supporting those online education programs have not been as successful as expected [5,6,9,23,24,27,29].…”

Process is King: Evaluating the Performance of Technology-mediated Learning in Vocational Software Training

“…Among others, Bitzer and Janson (2014) identified a broad range of indicators with inconsistent effects in their extensive literature review, in addition to similar results in prior literature reviews on TML (Gupta and Bostrom, 2009;Gupta et al, 2010). This is especially challenging for providers of respective vocational trainings using TML for their offerings, since they lack reliable approaches to evaluate the performance of their offerings and to derive respective improvements.…”

“…First, the learning process is the core construct that acts as a mediator of TML input dimensions and therefore influences the outcomes of TML. Second, without such a comprehensive assessment of the TML performance, neglecting, for instance, the learning process quality might lead to inconclusive results (Gupta and Bostrom, 2009). Third, previous studies are limited to a certain technology or learning method and their effects on training outcomes, which prevents to acquire insights transferable to other TML scenarios.…”

“…This is especially challenging for providers of respective vocational trainings using TML for their offerings, since they lack reliable approaches to evaluate the performance of their offerings and to derive respective improvements. Gupta and Bostrom (2009) highlight that one probable reason for these inconsistencies is the fact that many studies use input-outcome research designs that ignore critical aspects of the learning process. This criticism especially refers to research designs that merely consider the impact of learning methods on learning outcomes without considering psychological processes and factors of the learning process dimension (Alavi and Leidner, 2001a).…”

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“…As for one reason why, TML studies focus on input and output research designs that consider the above-listed elements of TML but neglect, among other things, the learning process (Alavi & Leidner, 2001;Hannafin, Kim, & Kim, 2004). In order to address these challenges, we refer to the theoretical boundaries of Gupta and Bostrom (2009), who developed a framework for TML based on adaptive structuration theory (AST) (DeSanctis & Poole, 1994). AST allows one to examine the complex relationships between technologies in social structures, which researchers first investigated in group decision support systems and their application in organizations (DeSanctis & Poole, 1994).…”