Technology-mediated learning refers to an environment in which the learner's interactions with learning materials, peers, and/or instructors are mediated through information technologies (Alavi and Leidner, 2001). The objective of this paper is to review current research on technology-mediated learning using a theoretical framework derived from the existing literature. The framework presents three dimensions (primary participant, instructional design, and information technology) that influence students' psychological learning processes, and eventually lead to different learning outcomes. The literature review reveals that certain relationships identified by this framework have received significant attention (e.g., the influence of a technology feature on learning outcomes), while others have been ignored (e.g., the influence of IT on psychological processes). Research questions that can help advance our understanding of technology-mediated learning are discussed.
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