Technology-mediated learning (TML) research colloquium
An Academy of Management PDW co-sponsored by the MED and OCIS divisions
Saturday, August 7, 10:00-12:00 noon
Recent research on technology-mediated learning (TML) has produced some
significant conceptual and empirical advances. Moving beyond studies of
comparisons with traditional classroom learning, TML research is now
developing its own conceptual models and frameworks that drive interesting
research questions. These models and frameworks tend to be based in
collaborative constructivist learning theory, which contends that learning
is most effective when learners actively construct their experiences in
concert with other learners. Some of the emerging conceptual frameworks
include Garrison, Anderson, & Archer's communities of inquiry theory,
Leidner & Jarvenpaa's learning theory-technology fit framework, and the
online interaction learning framework developed by Hiltz, Benbunan-Fich,
and Harasim.
Community of inquiry theory contends that online learning effectiveness is
a function of three types of presence in the learning environment. Social
presence is the extent to which participants can project themselves into
the environment socially and emotionally, thereby representing themselves
as "real" people. Cognitive presence represents the extent to which
learners are able to construct and confirm meaning through sustained
reflection and discourse. Teaching presence reflects the design,
facilitation and direction of cognitive and social processes for the
purpose of realizing personally meaningful and educationally worthwhile
learning outcomes. Leidner & Jarvenpaa's learning theory-technology fit
framework matches the most appropriate technology for the delivery of
various learning theories. The framework argues that technologies that
support synchronous and asynchronous communication between learners are
most accommodating of diverse learning styles and best support
collaborative learning. The online interaction learning framework contends
that online learning processes are moderated by characteristics associated
with the technology used, the instructors, the students, and the course
itself. The extent to which these characteristics are both present and
positive influence characteristics of the learning process such as the
relative reliance upon individual vs. group assignments, the level of
interaction between participants, and perceptions of the appropriateness of
the mix of media used in the learning environment. A positive learning
process then influences the desired outcomes of student learning, student
satisfaction with the learning experience, and faculty satisfaction with
the teaching experience.
In spite of these developments, further research is needed to develop,
verify, and extend these conceptual frameworks and possibly provide
alternative frameworks. The purpose of this PDW is to help accelerate this
research. This workshop will provide a general overview of the state of
TML research and provide some examples of current research followed by an
extended period of interaction between participants and panelists. We
anticipate that these discussions will facilitate networking opportunities
based on common or emerging research interests of the PDW participants. As
a result of this workshop, we hope that new studies will be developed that
examine these and other frameworks, and that more scholars will be
attracted to this stream of research. Panelists involved include Maryam
Alavi (Emory U.), Gerry DeSanctis (Duke U.), Anne-Laure Fayard (INSEAD),
and J. B. (Ben) Arbaugh (University of Wisconsin Oshkosh). Some of the
participants already registered for the workshop include Dick Blackburn
(UNC-Chapel Hill), Franz Kellermanns (Mississippi State U. - co-author of a
TML article in the March 2004 AMLE), and Charlie Wankel (St. John's U. -
moderator of the MED division's myriad of discussion lists and co-editor of
the annual series "Research in Management Education"). Pre-registration
for this workshop is encouraged but not required. To pre-register, send an
email that includes your present or potential TML research interests to Ben
Arbaugh at
arbaugh@uwosh.edu.
J. B. (Ben) Arbaugh, Ph.D.
2003-04 Program Chair Elect, MED Division
Academy of Management
and Curwood Inc. Endowed Professor
College of Business Administration
University of Wisconsin Oshkosh
e-mail:
arbaugh@uwosh.edu Phone: (920) 424-7189
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