Towards a more detailed understanding of professional learning mediated by educational tools

Abstract

Knowledge updating is an essential learning activity for professionals. This study adopted Vygotsky’s (1981) triadic model of learning mediated by tools as a theoretical framework to examine inter-relationships that may exist between subject, educational tool and object. This mixed methods study investigated knowledge updating practices of Australian health professionals. The findings demonstrate there are multiple often conflicting relationships that influence adoption, access and uptake of educational tools among professionals. By examining the inter-relationships, this study has provided a more nuanced understanding of factors that impact upon professional knowledge.