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The study analyzes links between technology’s educational uses and the broader patterns of interaction among teachers and learners and among learners themselves. Data combine detailed teacher and learner self-reports, asynchronous written messages exchanged as educational interaction, and student-produced documents. Findings identify six overall technology uses and highlight differences across interaction patterns, supporting technology educational affordance as an effective bridge between real use and instructional aims.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/technology-educational-affordance-bridging-the-gap-between-patterns-of-interaction-and-technology-usage-paper/601592/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/technology-educational-affordance-bridging-the-gap-between-patterns-of-interaction-and-technology-usage-paper/601592.png","ImageObject",300,407,{"name":92,"@type":93},"anakgang17","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the paper investigate about teachers and learners in online learning environments?","Question",{"text":112,"@type":113},"It studies how teachers and learners use technology in three higher-education online learning activities and how these uses relate to interaction patterns among participants.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What kinds of data does the study use?",{"text":117,"@type":113},"The study collects teacher and learner self-reports, asynchronous written messages exchanged as educational interaction, and documents produced by students.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the main conclusion about “technology educational affordance”?",{"text":121,"@type":113},"The results support the notion of technology educational affordance as a useful bridge between the real use of technology and instructional goals.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601592,1792628114,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},962090883568,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","between patterns interaction and technology usage  \n# Technology educational affordance: Bridging the gap between\n\npatterns of interaction and technology usage  \nA. Badia  \nE. Barberà  \nT. Guasch  \nA. Espasa  \ntbadia@uoc. edu  \nDepartment of Psychology and EducationOpen University of Catalonia  \n## Summary\n\nThis paper reports on an empirical and descriptive investigation into how teachersand learners use technology in three prototypical learning activities in a highereducational online learning environment. Additionally, the relationship between theeducational uses of technology and the overall educational patterns of interactionbetween teachers and learners, and among learners themselves was analysed.  \nDetailed teacher and learner self-reports about their teaching and learning activity;  \nthe asynchronous written messages teachers and learners sent as educationalinteraction in the online learning environment; and documents produced bystudents were all obtained. The results from the three learning activities indicatedsix overall educational uses of technology in an online learning environment.  \nMoreover, the results also indicated differences in technology usage in somedifferent patterns of educational interaction in each learning activity. In conclusion,we argue that the notion of technology educational affordance is useful as aneffective bridge between the real use of technology and instructional aims.  \nTherefore the distribution of educational uses of technology is not only related tosome attributes of both technology and instruction but also to its interaction.  \n## Keywords\n\nOnline learning environments; Educational technology usage; Patterns ofeducational interaction; Educational technology affordance; Higher education  \n20  \nA.Badia, E. Barberà, T. Guasch, A. Espasa  \nDigital Education Review - http://greav.ub.edu/der/  \n## I. Introduction\n\nCurrent theories in Educational Psychology are mainly based on the cognitive and social processesof teaching and learning (Salomon and Perkins, 1998; Anderson, Greeno, Reder, and Simon,2000) . From this perspective, learning is considered to be the individual construction of knowledgeresulting from social educational interaction among participants and by interaction betweenstudents and the tools used for educational purposes.  \nOnline learning environments are particularly suitable for the study of social and individual aspectsof learning. To investigate these educational contexts one must consider the fact that technologicalenvironments, which include educational resources, technological tools and participants, form acomplex and comprehensive system in which a collection of educational interactions take place thatare uniquely accessible and analysable from a systemic perspective (Wilson, 2004) .  \nFrom a psycho-educational point of view, the online learning environment is nowadays seen as anew educational context with its own specific nature, in particular when web-based instruction isused alone, without any type of face-to-face teaching (Berge, 2000; Mishra, 2002) . Within this neweducational context, online learning environments based on asynchronous and writtencommunication (Blignaut and Trollip, 2003) are considered an important development area ofteaching in higher education, as well as being an important current research trend in the psycho -educational and education technology fields of research (Winn, 2002) .  \nOnline learning environments are characterised as being systems composed of a diversity ofinterrelated technological tools that enable teachers and students in higher education to develop acomplex dynamic of educational interaction based, in many cases, on a student-focused learningapproach. Internet based technology allows teachers to influence the management of the learningprocess, provide educational material, promote knowledge building, communicate with studentsand assess their learning. This technology also enables students to take an active role in theirlearn","cbCaia6FevrsEj7h","https://ap.wps.com/l/cbCaia6FevrsEj7h","pdf",1027177,16,"English","# Summary\n# Keywords\n# I. Introduction\n# II. Theoretical framework\n## a. Online dialogue as a pattern of educational interaction","[{\"question\":\"What does the paper investigate about teachers and learners in online learning environments?\",\"answer\":\"It studies how teachers and learners use technology in three higher-education online learning activities and how these uses relate to interaction patterns among participants.\"},{\"question\":\"What kinds of data does the study use?\",\"answer\":\"The study collects teacher and learner self-reports, asynchronous written messages exchanged as educational interaction, and documents produced by students.\"},{\"question\":\"What is the main conclusion about “technology educational affordance”?\",\"answer\":\"The results support the notion of technology educational affordance as a useful bridge between the real use of technology and instructional goals.\"}]","Technology educational affordance: Bridging the gap between patterns of interaction and technology usage - paper | PDF",1792092920]