scholarly journals A critical evaluation of the contribution of trust to effective Technology Enhanced Learning in the workplace: A literature review

2014 ◽  
Vol 45 (6) ◽  
pp. 1014-1022 ◽  
Author(s):  
Heather Short
Keyword(s):  
Literature Review ◽  
Critical Evaluation ◽  
Technology Enhanced Learning ◽  
Effective Technology ◽  
Enhanced Learning

scholarly journals Developing a competency taxonomy for teacher design knowledge in technology-enhanced learning environments: a literature review

2019 ◽  
Vol 14 (1) ◽  
Author(s):  
Mi Song Kim
Keyword(s):  
Literature Review ◽  
Learning Environments ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Design Knowledge ◽  
Technology Enhanced Learning ◽  
Design Data ◽  
Design Work ◽  
Teacher Design ◽  
Enhanced Learning

AbstractRecent research in technology-enhanced learning environments has indicated the need to redefine the role of teachers as designers. This supports successful learners better able to adapt to twenty-first century education, in particular STEM education. However, such a repositioning of teaching as a design science challenges teachers to reconceptualize educational practice as an act of design, not in the artistic meaning of the word. Our recent research finding also indicated that teacher design knowledge (TDK) processes are often invisible to both the teacher educators and the teachers. To respond to these challenges, this paper will define TDK for STEM teachers by making TDK visible in the form of a TDK competency taxonomy. A systematic literature review was conducted to identify the characteristics of teaching practices in technology-enhanced learning environments. This TDK competency taxonomy consists of four main categories drawing on existing literature on teacher design work and teacher instructional design: data practice, design practice, knowledge creation practice, and professional teaching practice. The implications of these findings were discussed.

scholarly journals A Responsive Paradigm for Technology Enhanced Learning (Tel) Integration Into Business Organizations

2014 ◽  
Vol 17 (2) ◽  
pp. 195-207
Author(s):  
Lina Kaminskienė ◽  
Elena Trepulė ◽  
Aušra Rutkienė ◽  
Gintaras Arbutavičius
Keyword(s):  
Qualitative Research ◽  
Literature Review ◽  
Point Of View ◽  
Technology Enhanced Learning ◽  
Business Organizations ◽  
Focus Group Interviews ◽  
Group Interviews ◽  
Enhanced Learning ◽  
A Current ◽  
Successful Technology

Abstract The purpose of this paper is to explore the main barriers and enablers for integrating technology enhanced learning (TEL) into a business organization based on a responsive paradigm. The study is based on a current literature review on challenges and learners’ needs for TEL and the preconditions for TEL curriculum integration into business organizations. The theoretical study is matched with a qualitative research on learners’ needs for TEL in two international business organizations from IT sector. Technology enhanced learning (TEL) is tackling different barriers for learning in organizations. However, to make it effective, specific technological and teaching solutions must be implemented. The research revealed that companies’ employees give preference to TEL than other forms of learning, and defined specific requirements for successful technology enhanced learning integration into business organisations. A theoretical literature review is followed by empirical findings of a qualitative research (focus group interviews) in two international IT companies. The findings of the research offer valuable insights for a responsive TEL integration into business organizations from the point of view of companies’ employees.

Orchestrating technology enhanced learning: a literature review and a conceptual framework

2011 ◽  
Vol 3 (6) ◽  
pp. 583 ◽  
Author(s):  
Luis P. Prieto ◽  
Martina Holenko Dlab ◽  
Israel Gutié ◽  
N.A. rrez ◽  
Mahmoud Abdulwahed ◽  
...  
Keyword(s):  
Literature Review ◽  
Conceptual Framework ◽  
Technology Enhanced Learning ◽  
Enhanced Learning

scholarly journals Educational Robotics as an Effective Use of Technology to Enhance Learning

2021 ◽  
Vol 17 (06) ◽  
pp. 122
Author(s):  
Yasmeen Nzam Abu Mukh
Keyword(s):  
Critical Evaluation ◽  
Educational Process ◽  
Special Focus ◽  
Technology Enhanced Learning ◽  
Educational Robotics ◽  
Use Of Technology ◽  
Educational Robot ◽  
Effective Use ◽  
Enhanced Learning

<p>Many studies provide that students who learn through participation technology, while participating in the educational process, especially in magic robot programs, make decisions in a magical way (at least this is what some students think before they know about programming and sensors) It attracts students and picks them up, and this It is the reason why they are busy with technology-enhanced learning inside warfare, with a special focus on educational robot programs [6] , and it should be noted that some research highlights that some valuable comments and ideas will not only inspire future exploration in this field, but also To reassess critical evaluation of programs that may not live up to your ideal.</p>

scholarly journals Key themes in mobile learning: Prospects for learner-generated learning through AR and VR

2017 ◽  
Vol 33 (6) ◽  
Author(s):  
Claudio Aguayo ◽  
Thomas Cochrane ◽  
Vickel Narayan
Keyword(s):  
Virtual Reality ◽  
New Zealand ◽  
Literature Review ◽  
Mobile Learning ◽  
Content Delivery ◽  
Technology Enhanced Learning ◽  
Mobile Augmented Reality ◽  
Design Based Research ◽  
Research And Practice ◽  
Enhanced Learning

This paper summarises the findings from a literature review in mobile learning, developed as part of a 2-year six-institution project in New Zealand. Through the development of a key themes codebook, we address selected key themes with respect to their relevance to learner-generated learning through emerging technologies, with attention to mobile augmented reality and mobile virtual reality. We see that these two current mobile learning affordances, complemented though relevant approaches to research and practice in mobile learning such as design-based research and connected social learning, are critical to reconceptualise learning through mobile devices. We conclude that mobile learning still requires the theories, methodologies, and practices of its own as a field. We also see a need for mobile learning to be conceptualised around ever-changing learning affordances and educational settings, rather than focusing on static structures such as content-delivery approaches, while embedding it within the scholarship of technology enhanced learning.

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