Natural, practical and social contexts of e-learning: a critical realist account for learning and technology.
Much of the research in educational technology with a primary concern over how technology enhances learning has been criticized as privileging the immediate learning settings over the other dimensions of learners' social life and the wider social and economic contexts in which learning and technolog...
| Publicado en: | Journal of Computer Assisted Learning Vol. 29; no. 3; pp. 280 - 292 |
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| Formato: | research tables/charts Journal Article |
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Wiley-Blackwell
Jun2013
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104264616&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104264616 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2013 vid: 29 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 104264616 86659033 10.1111/jcal.12002 104264616 ppf: 280 ppct: 12 formats: tig: atl: Natural, practical and social contexts of e-learning: a critical realist account for learning and technology. aug: au: Li, Z. affil: Southampton Education School, University of Southampton sug: subj: Educational Technology Learning Education, Non-Traditional Self Concept Educational Theory Sociological Theory Perception China Motivation Student Experiences Adult Education Multimethod Studies Questionnaires Focus Groups Content Analysis Field Notes Diaries Adult Middle Age Human Adult: 19-44 years Middle Aged: 45-64 years ab: Much of the research in educational technology with a primary concern over how technology enhances learning has been criticized as privileging the immediate learning settings over the other dimensions of learners' social life and the wider social and economic contexts in which learning and technology are located. The ability to develop a rich understanding of learning and technology in various contexts requires careful use of theory that might enable 'looking beyond learning'. To meet this need, this paper proposes the use of a critical realistic account of learning and technology, in particular Margaret Archer's 'three orders of reality' and 'personal Identity'. Drawing on an empirical case study for illustration, the paper argues that such an approach offers a 'way out' to unpack the relationship between learning and technology through a deep exploration of the interrelationship between individual practices of learning, with or without technology, and the bigger picture of how learning intervenes in other dimensions of social life and how other contexts come into play in learning settings. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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