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We applaud the work in educational technology innovation and research that adds to our understanding of how technologies can improve the teaching and learning experience within well-defined learning systems. However, we also see a potential for critical research around digital technologies in relation to higher education as a system. In this edutorial ee encourage researchers to report on empirical studies or rigorously supported conceptual work that fundamentally reconceptualises teaching in higher education and critically questions existing configurations.
Heinrich et al. (2016) studied this question.