Theoretical Underpinnings of Mediated Teaching as Self‐Contained Instruction – A Suggested Theory

Abstract

In this paper a theory of mediated learning is developed from practice. The problems inherent in developing theories are viewed in philosophical and pragmatic contexts. The general assumptions are identified and a descriptive theory generated. The theory leads to identifications of factors favourable to facilitation of learning. These factors are checked for consistency. The factors are used to generate hypotheses for collecting research data capable of falsifying the theory.