Abstract Developing—including distinguishing and specifying—theoretical concepts is critical to research methodology. In this theoretical discussion, the concept of “re-mediation” is discussed in contrast to that of “remediation.” It is argued that these are not only different concepts, as previous scholars have clarified, but also in one sense contrary concepts. Whereas “remediation” (as in “remedial education”) implies changing the mediational means to achieve the same learning or understanding, “re-mediation” implies that a change in mediational means entails changed activity and, per implication, changed learning or understanding. Some example studies are briefly reviewed here to clarify how the concept of “re-mediation” has been employed in educational research, and it is argued that this concept has great potential for analyses of key issues of such research as well as more generally the nature of it as studying processes and activities rather than outcomes (products) of education, learning, development, etc.
Niklas Pramling (Tue,) studied this question.