The more we study, the less we learn: A primer on the analysis of TML effectiveness

Abstract

How do we know whether certain arrangements for TML (technology mediated learning) bring about effective learning results? Previous TML studies have examined this issue mainly by analyzing technological features, instructional methods, and learners' characteristics. Less attention has been paid to the learning context within which learners' practices are based. For this reason, our research was to analyze the learning outcome of TML through the mutual influence of technology and the instructional method on the psychological learning process in a given context. The analysis is anchored in a synchronous online learning system called TrainNet in a corporate training environment. The findings indicate that TML's effectiveness depends not only on technological features and the instructional method but also on whether the learning context and its underlying psychological foundation are reflected in the instructional design. This study reports an adaptation of TML that moves away from direct lecturing to the situated learning model within which technicians negotiate meaning and construct understanding in their community-of-practice. The TML implementer could benefit from this learning-context perspective by offering an instructional design that would consider collectively the congruence of technology, instruction, and context to promote an enhanced impact on learners.