Studies in Technology Enhanced Learning

Announcements

12-03-2026

STEL is moving!

Studies in Technology Enhanced Learning is now hosted by Lancaster University Open Journals! Please visit the journal at https://ojs.library.lancs.ac.uk/stel/

Issue description

This Inaugural Special Issue of Studies in Technology Enhanced Learning has a particular focus on ‘theory’—a contentious issue. The impetus is a contention that ‘theory’ really matters for TEL. The issue comprises two editorials (one introduces the ... See the full issue

Rob Miles (Author)

Making a case for Cultural Historical Activity Theory: Examples of CHAT in practice
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Denise M. Sweeney (Author)

Getting to grips with technology enhanced learning literature: Wading out of murky waters
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Maria Zenios (Author)

Educational theory in technology enhanced learning revisited: A model for simulation-based learning in higher education
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Sejin Lee, Kyungmee Lee (Author)

Liberating teachers from the dominant theories and the unquestioned mission: Towards ‘disruptive theories’ in technology enhanced learning research
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Sebah Al-Ali (Author)

Activity systems analysis: A maze worth exploring
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Julia A. McDowell, James B. McDowell (Author)

A tale of two studies: TEL research and the theory-practice nexus
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Philip Moffitt (Author)

Engineering academics and technology enhanced learning; A phenomenographic approach to establish conceptions of scholarly interactions with theory
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Margaret Westbury (Author)

Infrastructure and technology-enhanced learning: Context, agency, multiplicity
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Kyungmee Lee (Author)

Michel Foucault in technology-enhanced learning: An analytic review of 10 Foucauldian studies on online education
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Don Passey (Author)

Theories, theoretical and conceptual frameworks, models and constructs: Limiting research outcomes through misconceptions and misunderstandings
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Brett Bligh (Author)

Theory disputes and the development of the technology enhanced learning research field
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Marguerite Koole (Author)

A sociomaterialist reaction to infrastructural theory: A comment on Westbury
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Maria Cutajar (Author)

Phenomenography and the representation of conceptual uncertainty: A comment on Moffitt
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Yuhong Lei (Author)

Reflecting on meaning and legitimacy: A comment on Lee and Lee
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Philip Moffitt (Author)

The legitimisation of uncertainty, risk and ambiguity for TEL researchers navigating theory: A comment on three papers in the inaugural issue
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Margaret Westbury (Author)

Holism, history and power in technology enhanced learning: A comment on Lee
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Announcements

STEL is moving!

Volume 1, No. 1Debating the status of 'theory' in technology enhanced learning research

Issue description

Articles

Making a case for Cultural Historical Activity Theory: Examples of CHAT in practice

Getting to grips with technology enhanced learning literature: Wading out of murky waters

Educational theory in technology enhanced learning revisited: A model for simulation-based learning in higher education

Liberating teachers from the dominant theories and the unquestioned mission: Towards ‘disruptive theories’ in technology enhanced learning research

Activity systems analysis: A maze worth exploring

A tale of two studies: TEL research and the theory-practice nexus

Engineering academics and technology enhanced learning; A phenomenographic approach to establish conceptions of scholarly interactions with theory

Infrastructure and technology-enhanced learning: Context, agency, multiplicity

Michel Foucault in technology-enhanced learning: An analytic review of 10 Foucauldian studies on online education

Theories, theoretical and conceptual frameworks, models and constructs: Limiting research outcomes through misconceptions and misunderstandings

Theory disputes and the development of the technology enhanced learning research field

Commentaries

A sociomaterialist reaction to infrastructural theory: A comment on Westbury

Phenomenography and the representation of conceptual uncertainty: A comment on Moffitt

Reflecting on meaning and legitimacy: A comment on Lee and Lee

The legitimisation of uncertainty, risk and ambiguity for TEL researchers navigating theory: A comment on three papers in the inaugural issue

Holism, history and power in technology enhanced learning: A comment on Lee