Are Learning Theories Being Used to Support the Implementation of Learning Technologies Within Higher Education? A Systematic Review

被引：1
|
作者：
Isaias, Pedro [1 ,2 ]
Miranda, Paula [3 ]
Pifano, Sara [4 ]
机构：
[1] Univ Queensland, Inst Teaching & Learning Innovat ITaLI, Level 2,Colin Clark Bldg 39, St Lucia, Qld 4072, Australia
[2] Univ Queensland, UQ Business Sch, Level 2,Colin Clark Bldg 39, St Lucia, Qld 4072, Australia
[3] Polytech Inst Setubal, Setubal Sch Technol, Setubal, Portugal
[4] ISRLab Informat Soc Res Lab, Lisbon, Portugal
来源：
LEARNING AND COLLABORATION TECHNOLOGIES: DESIGNING THE LEARNER AND TEACHER EXPERIENCE, LCT 2022, PT I | 2022年 / 13328卷
关键词：
Learning technologies; Learning theories; Higher education; Systematic review; DESIGN; CONNECTIVISM;
D O I：
10.1007/978-3-031-05657-4_32
中图分类号：
TP39 [计算机的应用];
学科分类号：
081203 ; 0835 ;
摘要：
A main concern associated with the implementation of learning technologies pertains to its lack of support from learning theories. In light of this concern, this paper aims to identify which theories of learning, if any, are used by educators to support the employment of learning technologies in higher education. A thematic analysis was performed in the context of a systematic review of 285 papers on the subject of learning technologies, for the period of 2007-2017, within the context of higher education. The results demonstrate that learning theories are not being used to support the incorporation of technologies in higher education. These findings bring to light the absence of a theoretical justification for technology implementation.
引用
收藏
页码：445 / 460
页数：16
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