Designing E‐learning Interactions in the 21st Century: revisiting and rethinking the role of theory

Abstract

In this article, I shall consider research and development in e-learning in terms of learning processes and interactions that are stimulated, supported and favoured by innovative educational technologies. I examine relationships between learning theory and interaction design by reviewing and critiquing a relevant selection of work that has been undertaken in the last 50 years. Implicit in this review is the development of an argument that emphasises the role of collaborative dialogue and discourse in the learning process, with particular reference to Vygotsky’s theory of the development of higher mental processes. In evaluating the roles that computers can play in supporting effective educational interaction, the importance of dialogue models and dialogue games is proposed; and the implications which these paradigms hold for how we actually conceive of design are articulated. E-learning: half a century of design The notion that ‘electronic learning’ is a recent initiative is a popular misconception. Arguably, electronic learning (hereafter e-learning) started in the 1950s. We should be mindful of this and initiatives since then when we consider the current feverish interest and activity in exploiting maturing Internet technologies, particularly in the context of open and distance learning (ODL) and to design virtual learning environments (VLEs), on-line courses, virtual universities and the like. Are these initiatives properly exploiting the highly interactive, communicative and participative possibilities provided by contemporary technologies? Or are we simply replicating or augmenting ‘conventional’ approaches to teaching and learning, locally or at a distance, in ways that downplay the opportunity to re-evaluate ‘what it actually takes to learn’ and thus ignoring ways of developing more innovative and improved pedagogical practices. I suggest that we should step back from the more practical and institutional concerns for a moment and focus on more fundamental issues concerning the learning processes and interactions that are, or can be, supported by innovative educational technologies. This focus is relevant to all levels of education. I argue