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

Authors

  • Frédéric Bally Kedge Business School
  • Claire Le Breton Grenoble Ecole de Management
  • Pierre Dal Zotto Grenoble Ecole de Management
  • Thomas Bolognesi Grenoble Ecole de Management

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.

Published

2024-09-01

How to Cite

Bally, F., Le Breton, C., Dal Zotto, P., & Bolognesi, T. (2024). An ethnography of technology-enhanced learning: exploring the relation between learners, teachers and a digital artifact. Systèmes d’Information Et Management (French Journal of Management Information Systems), 29(3), 51–80. Retrieved from https://revuesim.org/index.php/sim/article/view/1314

Issue

Vol. 29 No. 3 (2024): Varia

Section

Empirical Research Article

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