Towards a theory of materiality for quality learning and university education leadership

Abstract There has been ongoing research into qualitative differentiation of university student learning outcomes but limited attempts to explain the extent to which material elements such as learning technologies contribute to these differences. A theory of materiality for the university student experience is essential if teachers are to design and teach courses to help students achieve their learning outcomes and university leaders are to identify evidence about the extent to which the university should depend on material objects like learning technologies for educational outcomes. To develop an emerging theory of materiality, this paper begins with a brief review of prior studies into a seminal model of learning and teaching, the 3P (Presage/Process/Product) model and key research into materiality in learning. It then reviews case studies of self‐report and trace data sources along with complementary research methods and discusses insightful evidence of the extent to which material objects like learning technologies can explain the qualitative variation of the student learning experience. The case studies involve a triangulated approach to the evidence, by using both qualitative and quantitative methods of the self‐reported and trace data. The review of the case studies reveals the insights and importance for teachers and university leaders of; understanding the functional affordances of the technologies being used; constructively aligning them to learning outcomes, and helping students understand how and why they should use these technologies. The findings of this study confirm the value of a theory of materiality in understanding the role of material objects, like technologies, in university students' learning. The findings also offer insights for teachers, university leadership and researchers looking into implications of understanding materiality in learning. Context and implications The rationale for this study There are limited attempts to explain the extent to which material elements such as learning technologies contribute to qualitatively different university student learning outcomes. Why the new findings matter The findings confirm the educational and strategic value of a theory of materiality in understanding the role of material objects, like technologies, in university students' learning. Implications for university teachers and education leaders Teachers are likely to improve their outcomes if they design their learning activities with the affordances of the learning technologies in mind so that they are constructively aligned to students' learning outcomes; and leaders require evidence of the affordances of learning technologies to support the learning outcomes of programmes and the student experience if they seek to provide effective learning environments.