Increasing organizational investment in technology for training and learning underscores how important it is for researchers to understand and investigate technology-mediated learning (TML). However, the limited empirical data in this area fails to provide a consistent and comprehensive picture of the TML phenomena. A critical aspect missing from existing research is the focus on the learning process. In this paper, we articulate a theoretical model, based on Adaptive Structuration Theory, for TML that explicitly configures elements of the learning process, including team, technology, and learning technique structures. Existing TML research from the information systems (IS) and education literatures is summarized and research gaps are identified. The paper not only helps to explain inconsistencies in previous research, but also develops specific propositions for future research. The propositions stated in the paper represent the theoretical relationships among the constructs in the TML model. The model provides a vehicle for researchers, both in IS and education, to summarize and integrate existing research and theories and to guide future research in this important area.

is the L. Edmund Rast Professor of business at the university of Georgia. he teaches in the MIS area. he is also President of bostrom & associates, a training and consulting company focusing on facilitation and the effective integration of people and technology. Dr. bostrom holds a b.a. in chemistry and Mba from Michigan State university, an M.S. in computer Science from SuNY at albany, and a Ph.D. in MIS from the university of Minnesota. In addition to numerous publications in leading academic and practitioner journals, he has extensive consulting and training experience in the areas of MIS management and design, organizational development, leadership, facilitation, business process management, and digital collaboration. his current research interests focus on high-performing individuals, facilitation, business process management systems, digital collaboration, technology-supported learning, and the effective design of organizations via integrating human and technological components.

The growth in the application of information technology to student and employee learning underscores the need to understand the impact of technology-mediated learning (TML) methods. Using previous developed TML models, based on social cognitive theory and adaptive structuration meta-theory, the effectiveness of three training methods were examined in this study: technology mediated (using both vicarious and enactive learning), and collaborative and combined (collaborative plus technology mediated). The study also focused on the learning process. The experimental study results showed a significant positive influence of enactive learning enabled TML and collaborative training on specific training outcomes, and the combined training method shows positive results on all training outcomes. The study results also showed that faithful appropriation of the training methods during the learning process has a moderator effect on training outcomes. The study provides important research implications for theory and practice.

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Computer self-efficacy is one of the more important constructs in information systems (IS) research. Over the years, IS researchers have debated about its multifaceted nature. Yet, despite, extensive debate, we contend that for information systems, the conceptualization of various self-efficacy dimensions is incomplete. The primary dimension currently focused on is the specificity of the technology. This has resulted in two types of self-efficacy being investigated: computer self-efficacy and specific computer self-efficacy. However, the task being performed with technology has received limited attention in information systems self-efficacy research and discussions. We argue that there are four distinct types of computer self-efficacy constructs that are derived from combining the dimensions of specificity of information technology (specific/general) and task type (simple/complex) into a 2x2 model. Using data gathered from a quasi-experimental study, we illustrate how these constructs are not only theoretically different but also have a distinct measurement item set. Implications for expanding self-efficacy research are discussed at the end.