Natural, Practical and Social Contexts of E-Learning: A Critical Realist Account for Learning and Technology

Autor/in	Li, Z.
Titel	Natural, Practical and Social Contexts of E-Learning: A Critical Realist Account for Learning and Technology
Quelle	In: Journal of Computer Assisted Learning, 29 (2013) 3, S.280-291 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12002
Schlagwörter	Foreign Countries; Electronic Learning; Educational Theories; Theory Practice Relationship; Case Studies; Context Effect; Technology Uses in Education; Student Journals; Social Life; Social Theories; Identification; Realism; College Students; Questionnaires; Interviews; Educational Technology; Mixed Methods Research; China + Suchen Sie Ihr Suchwort? Ausland; Educational theory; Theory of education; Bildungstheorie; Theorie-Praxis-Beziehung; Case study; Fallstudie; Case Study; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Studentenzeitung; Soziales Leben; Gesellschaftstheorie; Identifikation; Identifizierung; Realismus; Collegestudent; Fragebogen; Interviewing; Interviewtechnik; Unterrichtsmedien
Abstract	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. (Contains 1 table and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10