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An ethnography of technology-enhanced learning : exploring the relation between learners, teachers and a digital artifact

Author

Listed:
  • Frédéric Bally
  • Claire Le Breton
  • Pierre Dal Zotto

    (EESC-GEM Grenoble Ecole de Management, CERAG - Centre d'études et de recherches appliquées à la gestion - UGA - Université Grenoble Alpes)

  • Thomas Bolognesi

    (UNIGE - Université de Genève = University of Geneva)

Abstract

This study explores the role of digital artifacts in business education through the lens of the ensemble view framework. We investigate D101, an immersive course relying on digital artifacts, implemented in a French business school. Relying on a 14-month ethnographic approach, we analyze how learners navigate the D101 pedagogical environment. Our findings highlight the interactions between learners, teachers, and the digital artifact itself and the corresponding tensions that emerge: while learners value autonomy, they struggle with the lack of teacher presence, the unclear status of the digital artifact in the pedagogical apparatus, and a learning process that blurs traditional teacher roles. By unpacking these experiences, we contribute to the literature on pedagogical frameworks for technology-enhanced learning. Our results emphasize the need to complement teacher interaction and define clear boundaries and roles within the learning process to foster self-regulated learning. This research provides valuable insights for designing future business education programs that leverage the potential of technology-enhanced learning.

Suggested Citation

  • Frédéric Bally & Claire Le Breton & Pierre Dal Zotto & Thomas Bolognesi, 2024. "An ethnography of technology-enhanced learning : exploring the relation between learners, teachers and a digital artifact," Grenoble Ecole de Management (Post-Print) hal-05417784, HAL.
    • Handle: RePEc:hal:gemptp:hal-05417784
    DOI: 10.54695/sim.243.0051
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