The shift in trends of thought towards constructivist epistemological guidance has favoured a change in the conception of the teaching/learning relationship. It is no longer understood as being a cause/effect relationship but rather as a relationship in which causality is reciprocal and the effects are bi-directional. An Educational Technology suited to these trains of thought must provide key factors capable of activating self regulator-y processes and training techniques regarding the control of mental proccesses together with affective and motivational states, and at the same time take into consideration the particular characteristics of the learner together with those relaying to the task and contexts inherent in the learning process itself.
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