Abstract
The authors discuss the results of a study that was conducted on the factors that enhance effective interaction between students and learning contents in a technology-mediated learning environment ...
Highlights
Teaching and learning in higher education institutions (HEIs) has evolved to include the role of technology-mediated learning systems in the development of the knowledge and skills of students
The results revealed that effective student–content interaction is strongly enhanced by expansive learning through its five key elements; epistemic relation, contradictions, digital learning content, conglomeration of views and cognitive transformation
Using an adapted activity system principles: digital learning content, conglomeration of views, epistemic relation, contradictions (Engeström, 2001), and cognitive transformation (Giordano, Cernkovich, & Rudolph, 2002), we discuss the theoretical importance of expansive learning in student–content interaction
Summary
Teaching and learning in higher education institutions (HEIs) has evolved to include the role of technology-mediated learning systems in the development of the knowledge and skills of students. Using an adapted third-generation activity theory as the theoretical underpinning of this study, the authors discuss the various factors that promote student–content interaction and how the knowledge and skills of students could be enhanced in a digital learning environment. We further discuss three essential factors that promote student–content interaction in a digital learning environment: mediating technology, expansive learning and network relations while showing how a synthesis of the factors could support the knowledge and skill development of students. Using an adapted activity system principles: digital learning content, conglomeration of views, epistemic relation, contradictions (Engeström, 2001), and cognitive transformation (Giordano, Cernkovich, & Rudolph, 2002), we discuss the theoretical importance of expansive learning in student–content interaction. H3e: There is a statistically positive and significant relationship between cognitive transformation and student-content interaction
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