A social theory perspective on e-learning

Abstract

Current research on e-learning that focuses predominantly on instructional programming, and on various hardware and software, essentially neglects the more sociocultural perspectives on e-learning. With this in mind, this article proceeds from a social theory perspective with a more socio-culturally engaged look at e-learning for workplace learning and pedagogy. In so doing, this article proposes a theoretical framework derived from the social theory of Jean Baudrillard , with a focus on his seminal, metaphorical notion of 'simulation'. Finally, this metaphor is applied as a theoretical framework to discern the socio-cultural significance of the present trajectory of technological environments for workplace learning and their potential for conveying socially and (multi)culturally relevant workplace learning pedagogy.

Learning paradigms in workplace e-learning research

“…The need to understand learning behaviour in order to meet the needs of learners is stressed in the articles included in this e-learning metaphor. Tynjälä and Häkkinen (2005), and Remtulla (2008Remtulla ( , 2010, argue that there is a lack of theoretical underpinnings regarding knowledge and learning in research on e-learning at work, and that a sociocultural perspective could be combined with cognitive theories of learning to develop successful e-learning solutions. Servage (2005) gives critical consideration to the "vagueness" of e-learning terminology and proposes, that an uncritical use of language reflects uncritical approaches to elearning (Servage, 2005, p. 304).…”

The Role of Socio-cultural learning during and after the COVID-19 Pandemic: Evidence from Indonesia

“…In fact, some countries have not involved socio-cultural aspects into the online learning process (such as teacher-student interactions which emphasize the importance of sharing experiences such as languages, ethnics, and customary experiences). Emphasizing the importance of researching students' cognitive psychology and education that leads to the application of social and cultural contexts to the interaction needs of students towards better performance (Remtulla, 2008;Johansen & McLean 2006;Felder & Brent 2005;Moore 2005). It will be interesting if all of classes apply socio-cultural in every learning process.…”