The gap in knowledge about how learning theories relate to everyday digital teaching practices in universities inhibits scholarly and practical developments in this area. This article reports on part of a qualitative research project which identified patterns across teaching modes, descriptions and accompanying rationales. It found that learning theories played a minor role in educators’ rationales, even though many of their teaching practices could be described as pedagogically ‘sound’. Although social constructivist approaches were strongly represented in the data, the most widespread rationales for technology uses were folk pedagogies and pseudo-educational theories. This contradicts much of what scholarship and ‘edtech’ culture espouses as pedagogically led technology use. Such educational technology orthodoxies hinder the progress of theory use in this area and fail to address the realities of how lecturers use digital technologies. While it may come as no surprise that educators did not articulate their practices referencing learning theories, the dominance of pseudo-theories in this research represents a threat to the criticality of scholarship and practice in this area. This article recommends that critical and scholarly approaches to digital teaching are encouraged, and that folk and pseudo-theories are acknowledged and leveraged in the support and development of digital teaching.

中文翻译：

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民间教学法和伪理论：讲师如何合理化其数字教学

关于学习理论如何与大学中的日常数字教学实践相关的知识空白，阻碍了该领域的学术和实践发展。本文报告了一个定性研究项目的一部分，该项目确定了跨教学模式，描述和附带原理的模式。研究发现，学习理论在教育者的理论中只扮演了次要的角色，尽管他们的许多教学实践可以在教学上被描述为“声音”。尽管社会建构主义方法在数据中有很强的代表性，但是技术使用的最广泛的理由是民间教学法和伪教育理论。这与在教学方法上主导技术使用的学术和“ edtech”文化所拥护的大部分矛盾。这样的教育技术正统观念阻碍了该领域理论应用的发展，并且未能解决讲师如何使用数字技术的现实。尽管教育者没有清楚地指出他们的学习参考理论的实践就不足为奇了，但伪理论在这项研究中的主导地位却对该领域的学术和实践的重要性构成了威胁。本文建议鼓励采用批判性和学术性的数字教学方法，并在民间数字理论的支持和发展中承认和利用民间理论和伪理论。伪理论在该研究中的主导地位对该领域的学术和实践的批判性构成了威胁。本文建议鼓励采用批判性和学术性的数字教学方法，并在民间数字理论的支持和发展中承认和利用民间理论和伪理论。伪理论在该研究中的主导地位对该领域的学术和实践的批判性构成了威胁。本文建议鼓励采用批判性和学术性的数字教学方法，并在数字教学的支持和发展中认可和利用民间理论和伪理论。