Vygotsky’s theory of mediation in digital learning environment: Actuality and practice

Aleksandr Fadeev

Punctum, 5(1): 24-44, 2019
DOI: 10.18680/hss.2019.0004


This paper researches Lev Vygotsky’s theory of mediation in order to address the challenges of forming a holistic approach in the analysis of digital learning environments. It attempts to analyse Lev Vygotsky’s approach to mediation and sign operation in learning, as well as the role of communication in the Zone of Proximal Development in order to establish the actuality of Vygotskian theory for the analysis of learning and teaching in terms of digital educational environments. To this end, this paper analyses how the simultaneous representation of artistic texts through various digital media, i.e. study material, shapes the process of learning and teaching. The paper explores the role of inner speech in mediation of study material by means of various sign systems, in order to illustrate the educational value of using various forms of media in learning. The theoretical foundations developed in the paper were illustrated by the examples from the digital platform ‘Education on Screen’. The platform represents a research project of the Transmedia Research Group at the University of Tartu, Estonia. The platform offers digital solutions for learning literature, history, social and culture studies in terms of school curriculum.

KEYWORDS: mediation, digital learning, inner speech, multimodality, zone of proximal development
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