[RETRACTED ARTICLE] Pedagogical Knowledge for Technology-Enhanced Learning : A Literature Review

Sana Lamtara

doi:10.56741/jpes.v3i01.424

Authors

Sana Lamtara
lamtarasana@gmail.com
Hassan II University of Casablanca https://orcid.org/0000-0003-2436-6798

Keywords:

Technology-enhanced learning, Constructivism, Connectivism

Abstract

The inexorable growth of technological use amidst COVID-19 strengthens the emerging paradigm in education and accelerates the need for technology-supported pedagogical knowledge. This paper examines how the principles of the four learning theories, behaviourism, cognitivism, constructivism, and connectivism, are implemented in the technology-enhanced learning environment to help faculty align their pedagogy and teaching methods with technology. A review is conducted to survey relevant literature concerning learning theories and pedagogical models to achieve this goal. This review relies on four major bibliographic databases: Science Direct, Scopus, Web of Science, and Google Scholar, through which many articles are identified. Twenty-seven articles are selected according to the scope of the study. Then, a qualitative analysis is conducted to determine the four learning theories implemented in the online environment. The proposed pedagogical framework classifies the four learning theories in a hierarchical hierarchy according to their adherence to the student-centred learning approach. Connectivism is at the top of the pyramid due to its vast opportunities for learners’ autonomy, interactivity, and diversity. Constructivism precedes as it is also centred on learners, allowing for knowledge construction.

RETRACTION NOTICE: This article has been formally retracted as of March 12, 2024, at the authors' request. The authors assert that a paper similar to this article¹ has been published in the International Journal of Higher Education Pedagogies (IJHEP) without their knowledge or consent. The authors maintain that, having previously submitted their work to IJHEP for review before submitting it to JPES, they received no communication from IJHEP regarding the publication status, leading them to believe that their submission had been disregarded. Operating in good faith under this assumption, the authors subsequently submitted their article to JPES. In their statement, the authors emphasize that they never intended for their paper to be concurrently published in two journals, as they fully comprehend the ethical implications associated with such actions.

¹https://www.diamondopen.com/journals/index.php/ijhep/article/view/412

Downloads

Download data is not yet available.

Author Biography

Sana Lamtara, Hassan II University of Casablanca

is a distinguished professor at Hassan II University of Casablanca, Morocco, known for her exceptional contributions to English Language Teaching (ELT). With a profound passion for education, she has dedicated herself to inspiring the next generation of educators and learners. As an accomplished author, she has penned numerous insightful works that have enriched the realm of ELT. Her writings serve as valuable resources for teachers and students, fostering effective language acquisition and communication. Beyond her academic pursuits, she is a devoted coach, guiding individuals to reach their full potential in language and communication. Her coaching has empowered countless individuals to excel in their language skills. (email: lamtarasana@gmail.com).

References

Aburezeq, I. M., Ishtaiwa-Dweikat, F. F., & Patronis, M. [2020]. Behavioral Intention to Use Mobile Technology in Language Teaching: A Qualitative Analysis of a UAE Case Study. International Journal of Technology and Human Interaction, 16[4], 14-34. https://doi.org/10.4018/IJTHI.2020100102 DOI: https://doi.org/10.4018/IJTHI.2020100102

Agbatogun, A. O. [2014]. Improving communicative competence with 'clickers': acceptance/attitudes among Nigerian primary school teachers. Education 3-13, 42[1], 39-53. https://doi.org/10.1080/03004279.2011.637942 DOI: https://doi.org/10.1080/03004279.2011.637942

Cox, M. [2003]. The effects of attitudes, pedagogical practices and teachers' roles on the incorporation of ICT into the school curriculum. Information and Communication Technology and the Teacher of the Future, 132, 145-158. https://doi.org/10.1007/978-0-387-35701-0_16 DOI: https://doi.org/10.1007/978-0-387-35701-0_16

Demetriadis, S., Barbas, A., Molohides, A., Palaigeorgiou, G., Psillos, D., Vlahavas, I., et al. [2003]. "Cultures in negotiation": teachers' acceptance/resistance attitudes considering the infusion of technology into schools. Computers & Education, 41[1], 19-37. https://doi.org/10.1016/S0360-1315[03]00012-5 DOI: https://doi.org/10.1016/S0360-1315(03)00012-5

Kao, C. P., Wu, Y. T., Chang, Y. Y., Chien, H. M., & Mou, T. Y. [2020]. Understanding Web-Based Professional Development in Education: The Role of Attitudes and Self-efficacy in Predicting Teachers' Technology-Teaching Integration. Asia-Pacific Education Researcher, 29[5], 405-415. https://doi.org/10.1007/s40299-019-00493-x DOI: https://doi.org/10.1007/s40299-019-00493-x

Perkins, R., & McKnight, M. L. [2005]. Teachers' attitudes toward WebQuests as a method of teaching. Computers in the Schools, 22[1-2], 123-133. https://doi.org/10.1300/J025v22n01_11 DOI: https://doi.org/10.1300/J025v22n01_11

Sofronova, N. V. [1995]. TEACHERS ATTITUDES TOWARD THE USE OF NEW INFORMATION TECHNOLOGIES. Russian Education and Society, 37[2], 5-9. https://doi.org/10.2753/RES1060-939337025 DOI: https://doi.org/10.2753/RES1060-939337025

Teo, T., Luan, W. S., & Sing, C. C. [2008]. A cross-cultural examination of the intention to use technology between Singaporean and Malaysian pre-service teachers: An application of the Technology Acceptance Model [TAM]. Educational Technology & Society, 11[4], 265-280.

Cutri, R. M., Mena, J., & Whiting, E. F. [2020]. Faculty readiness for online crisis teaching: transitioning to online teaching during the COVID-19 pandemic. European Journal of Teacher Education, 43[4], 523-541. https://doi.org/10.1080/02619768.2020.1815702 DOI: https://doi.org/10.1080/02619768.2020.1815702

Mechlova, E., & Malcik, M. [2012, Nov 08-09]. ICT in Changes of Learning Theories. Paper presented at the 10th IEEE International Conference on Emerging eLearning Technologies and Applications [ICETA], Stara Lesna, SLOVAKIA. https://doi.org/10.1109/ICETA.2012.6418326 DOI: https://doi.org/10.1109/ICETA.2012.6418326

McSweeney, F. K., & Murphy, E. S. [2014]. The Wiley Blackwell handbook of operant and classical conditioning: John Wiley & Sons. https://doi.org/10.1002/9781118468135 DOI: https://doi.org/10.1002/9781118468135

Tolman, E. C. (1948). Cognitive maps in rats and men. Psychological review, 55(4), 189. https://doi.org/10.1037/h0061626 DOI: https://doi.org/10.1037/h0061626

Gagne, R. M. [1970]. The conditions of learning: Holt, Rinehart and Winston. https://eduq.info/xmlui/handle/11515/12803

Piaget, J. [1964]. Development and learning, part 1 of cognitive development in children. Journal of Research in Science Teaching, 2[3], 176-186. https://doi.org/10.1002/tea.3660020306 DOI: https://doi.org/10.1002/tea.3660020306

Vygotsky, L. S., & Cole, M. (1978). Mind in society: Development of higher psychological processes: Harvard university press. https://rb.gy/zft3me

Bruner J. S. [1973]. Organization of early skilled action. Child Development 1–11. https://doi.org/10.2307/1127671 DOI: https://doi.org/10.2307/1127671

Dewey, J. [1916]. Democracy and education by John Dewey. Project Gutenberg. https://www.fulltextarchive.com/pdfs/Democracy-and-Education.pdf

Kanselaar, G. [2002]. Constructivism and socio-constructivism. Constructivism and socio-constructivism, 1-7. https://rb.gy/rez79e

Piaget, J. [1977]. The development of thought: Equilibration of cognitive structures. [Trans A. Rosin]: Viking. https://doi.org/10.3102/0013189X007011018 DOI: https://doi.org/10.3102/0013189X007011018

Hammad, R., Khan, Z., Safieddine, F., & Ahmed, A. [2020]. A review of learning theories and models underpinning technology-enhanced learning artefacts. World Journal of Science, Technology and Sustainable Development. https://doi.org/10.1108/WJSTSD-06-2020-0062 DOI: https://doi.org/10.1108/WJSTSD-06-2020-0062

Siemens, G. [2005]. Elearnspace. Connectivism: A learning theory for the digital age. Elearnspace. org. http://www.itdl.org/Journal/Jan_05/article01.htm

Downes, S. [2012]. Connectivism and connective knowledge: Essays on meaning and learning networks. https://edtechbooks.org/connectivism

Tschofen, C., & Mackness, J. (2012). Connectivism and dimensions of individual experience. International Review of Research in Open and Distributed Learning, 13(1), 124-143. https://doi.org/10.19173/irrodl.v13i1.1143 DOI: https://doi.org/10.19173/irrodl.v13i1.1143

Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. [2010]. Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. Int J Surg, 8[5], 336-341. https://doi.org/10.1016/j.ijsu.2010.02.007 DOI: https://doi.org/10.1016/j.ijsu.2010.02.007

Nishikawa-Pacher, A. Research Questions with PICO: A Universal Mnemonic. Publications 2022, 10, 21. https://doi.org/10.3390/publications10030021 DOI: https://doi.org/10.3390/publications10030021

Lin P.-C. Hou H.-T. Wu S.-Y. & Chang K.-E. [2014]. Exploring college students' cognitive processing patterns during a collaborative problem-solving teaching activity integrating facebook discussion and simulation tools. The Internet and Higher Education 51–56. https://doi.org/10.1016/j.iheduc.2014.05.001 DOI: https://doi.org/10.1016/j.iheduc.2014.05.001

Madani, K., Pierce, T. W., & Mirchi, A. [2017]. Serious games on environmental management. Sustainable Cities and Society, 29, 1-11. https://doi.org/10.1016/j.scs.2016.11.007 DOI: https://doi.org/10.1016/j.scs.2016.11.007

Bose, S. [2018], Unit-3 Learning Theories: Implications for ICT. New Delhi: Indira Gandhi National Open University. http://egyankosh.ac.in//handle/123456789/46298

Fegely A. G. Hagan H. N. & Warriner G. H. [2020]. A practitioner framework for blended learning classroom inquiry-based virtual reality lessons. E-Learning and Digital Media 521–540. https://doi.org/10.1177/2042753020926948 DOI: https://doi.org/10.1177/2042753020926948

Lage, M. J., Platt, G. J., & Treglia, M. [2000]. Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment. The Journal of Economic Education, 31[1], 30-43. https://doi.org/10.2307/1183338 https://doi.org/10.1080/00220480009596759 DOI: https://doi.org/10.1080/00220480009596759

Saks, K., & Leijen, Ä. [2014]. Distinguishing self-directed and self-regulated learning and measuring them in the e-learning context. Procedia-Social and Behavioral Sciences, 112, 190-198. https://doi.org/10.1016/j.sbspro.2014.01.1155 DOI: https://doi.org/10.1016/j.sbspro.2014.01.1155

Sahin Kizil A. & Savran Z. [2016]. Self-regulated learning in the digital age: an efl perspective. Novitas-Royal [Research on Youth and Language] 147–158.

Gabriele, L., Marocco, D., Bertacchini, F., Pantano, P., & Bilotta, E. [2017]. An Educational Robotics Lab to Investigate Cognitive Strategies and to Foster Learning in an Arts and Humanities Course Degree. International Journal of Online Engineering, 13[4]. https://doi.org/10.3991/ijoe.v13i04.6962 DOI: https://doi.org/10.3991/ijoe.v13i04.6962

Consoli, D. [2013]. The implementation of a university 2.0 model Social Media in Higher Education: Teaching in Web 2.0 [pp. 1-23]: IGI Global. https://doi.org/10.4018/978-1-4666-2970-7.ch001 DOI: https://doi.org/10.4018/978-1-4666-2970-7.ch001

Haryana M. R. A. Warsono S. Achjari D. & Nahartyo E. [2022]. Virtual reality learning media with innovative learning materials to enhance individual learning outcomes based on cognitive load theory. The International Journal of Management Education. https://doi.org/10.1016/j.ijme.2022.100657 DOI: https://doi.org/10.1016/j.ijme.2022.100657

Leask, M., & Younie, S. [2001]. Communal constructivist theory: information and communications technology pedagogy and internationalisation of the curriculum. Journal of Information Techology for Teacher Education, 10[1-2], 117-134. https://doi.org/10.1080/14759390100200106 DOI: https://doi.org/10.1080/14759390100200106

Bofill, L. [2013]. Constructivism and collaboration using Web 2.0 technology. Journal of Applied Learning Technology, 3[2], 31-37. https://rb.gy/ychupq

De Wever, B., Keer, H. V., Schellens, T., & Valcke, M. [2010]. Roles as a structuring tool in online discussion groups: The differential impact of different roles on social knowledge construction. Computers in Human Behavior, 26[4], 516-523. https://doi.org/10.1016/j.chb.2009.08.008 DOI: https://doi.org/10.1016/j.chb.2009.08.008

Turvey, K., & Hayler, M. (2017). Collaboration and personalisation in teacher education; the case of blogging. Teaching and Teacher Education, 68, 42-52. https://doi.org/10.1016/j.tate.2017.08.003 DOI: https://doi.org/10.1016/j.tate.2017.08.003

Kala, S., Isaramalai, S.-a., & Pohthong, A. [2010]. Electronic learning and constructivism: A model for nursing education. Nurse Education Today, 30[1], 61-66. https://doi.org/10.1016/j.nedt.2009.06.002 DOI: https://doi.org/10.1016/j.nedt.2009.06.002

Alshumaimeri, Y. [2011]. The effects of wikis on foreign language students writing performance. Procedia - Social and Behavioral Sciences, 28, 755-763. https://doi.org/10.1016/j.sbspro.2011.11.139 DOI: https://doi.org/10.1016/j.sbspro.2011.11.139

Jumaat, N. F., & Tasir, Z. [2013]. Integrating Project Based Learning Environment into the Design and Development of Mobile Apps for Learning 2D-Animation. Procedia - Social and Behavioral Sciences, 103, 526-533. https://doi.org/10.1016/j.sbspro.2013.10.369 DOI: https://doi.org/10.1016/j.sbspro.2013.10.369

Denton, D. W. [2012]. Enhancing Instruction through Constructivism, Cooperative Learning, and Cloud Computing. TECHTRENDS, 56[4], 34-41. https://doi.org/10.1007/s11528-012-0585-1 DOI: https://doi.org/10.1007/s11528-012-0585-1

Gielen, M., & De Wever, B. [2012]. Peer Assessment in a Wiki: Product Improvement, Students’ Learning And Perception Regarding Peer Feedback. Procedia - Social and Behavioral Sciences, 69, 585-594. https://doi.org/10.1016/j.sbspro.2012.11.450 DOI: https://doi.org/10.1016/j.sbspro.2012.11.450

Gilakjani, A. P., Leong, L.-M., & Ismail, H. N. [2013]. Teachers' Use of Technology and Constructivism. International Journal of Modern Education & Computer Science, 5[4]. https://doi.org/10.5815/ijmecs.2013.04.07 DOI: https://doi.org/10.5815/ijmecs.2013.04.07

Onyesolu, M. O., Nwasor, V. C., Ositanwosu, O. E., & Iwegbuna, O. N. [2013]. Pedagogy: Instructivism to socio-constructivism through virtual reality. International Journal of Advanced Computer Science and Applications, 4[9].

Wang, Y. C. (2014). Using wikis to facilitate interaction and collaboration among EFL learners: A social constructivist approach to language teaching. [Article]. System, 42(1), 383-390. DOI: https://doi.org/10.1016/j.system.2014.01.007

Al-Abri, A., Jamoussi, Y., Kraiem, N., & Al-Khanjari, Z. [2017]. Comprehensive classification of collaboration approaches in E-learning. Telematics and Informatics, 34[6], 878-893. https://doi.org/10.1016/j.tele.2016.08.006 DOI: https://doi.org/10.1016/j.tele.2016.08.006

Scavarelli A. Arya A. & Teather R. J. [2020]. Virtual reality and augmented reality in social learning spaces: a literature review. Virtual Reality 257–277. https://doi.org/10.1007/s10055-020-00444-8 DOI: https://doi.org/10.1007/s10055-020-00444-8

Corbett, F., & Spinello, E. [2020]. Connectivism and leadership: harnessing a learning theory for the digital age to redefine leadership in the twenty-first century. Heliyon, 6[1], e03250. https://doi.org/10.1016/j.heliyon.2020.e03250 DOI: https://doi.org/10.1016/j.heliyon.2020.e03250