Ruth Halperin

Working Title:

Learning technology in higher education: a structrurational perspective on technology mediated learning practices

Abstract:

The study explores processes of emergence and change in learning technologies and in their use within the context of higher education. The rapid increase in the development and deployment of learning technologies has led to intensive study on their impact and effectiveness. Studies in this domain are typically context independent and are mainly focused on pre-defined outcomes of structured interventions. Given the highly flexible and open-ended quality of contemporary learning technologies and the diversification in their implementation models, it is proposed that in order to understand the realistic potential of learning technologies, a shift in research is called for, focusing on processes of technology use as interwoven in their socio-organizational environment. Drawing on Structuration Theory, the research examines how ICT-supported learning practices evolve through ongoing, situated interaction with learning technology. Orlikowski’s ‘Practice Lens’ is extended and applied to a contextualist longitudinal case study involving technology-mediated learning in an academic setting. The research adopts an interpretive approach and combines retrospective and real time analysis. Anticipated contributions include refinement of the theoretical framework informing the study, illuminating several methodological issues arising in process-oriented research on technology-in-use. Practical implications regarding learning technology implementation in higher education will also derive from the research findings.