Research View Shift for Supporting Learning Action from Teaching Action

Abstract

The teaching action takes an important role to define the educational technology, and various functions/methods to support the teaching actions have been investigated since the research field of educational technology was proposed at first. However, now that we can count 40 or more years since the start-up of the activities in the educational technology, our learning environments were changed. The teaching support technology has enforced the learning process to change drastically from the teaching action, by which a teacher or a tutor instructs at once many learners synchronously in the centralized classroom, to the learning action, which learners themselves must perform their own learning works. In this paper, we address this technological transition from the teaching action to the learning action. Our viewpoint for the technological transition is to discuss the learning process with respect to knowledge management. Also, our concluding remark focuses on the support functionality and the framework for making the learning action clear.