Technology-Enhanced Learning in Higher Education: A Proposal for Developing a Quality Evaluation Framework

2014 ◽  
pp. 736-747
Keyword(s):  
Higher Education ◽  
Quality Evaluation ◽  
Evaluation Framework ◽  
Technology Enhanced Learning ◽  
Enhanced Learning

Measuring and Profiling Self-Regulated Learning in the Online Environment

2010 ◽  
pp. 27-38 ◽  
Author(s):  
Lucy Barnard-Brak ◽  
William Y. Lan ◽  
Valerie Osland Paton
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Learning Environments ◽  
Social Cognitive ◽  
Future Research ◽  
Technology Enhanced Learning ◽  
Cognitive Perspective ◽  
Self Regulated Learning ◽  
Enhanced Learning

While the presence of technology-enhanced learning environments (TELEs) will only increase in higher education, this book chapter examines current literature concerning the measurement of online SRL behaviors and the application of this online SRL measurement with regard to profiling SRL behaviors in TELEs. The methodologies and issues associated with the measurement of SRL behaviors in TELEs is discussed in view of extant research. The organization of SRL behaviors into five, distinct profiles is then discussed in view of a social cognitive perspective concerning the development of SRL (e.g. Zimmerman & Schunk, 2001). The book chapter concludes with recommendations for future research concerning the presence of SRL profiles and their relationship to other metacognitive factors and academic achievement.

scholarly journals Experiences and perspectives of Technology-enhanced learning and teaching in higher education – Serbian case

2018 ◽  
Vol 126 ◽  
pp. 1351-1359 ◽  
Author(s):  
Mirjana Ivanović ◽  
Aleksandra Klašnja Milićević ◽  
Veljko Aleksić ◽  
Brankica Bratić ◽  
Milinko Mandić
Keyword(s):  
Higher Education ◽  
Technology Enhanced Learning ◽  
Learning And Teaching ◽  
Teaching In Higher Education ◽  
Enhanced Learning

scholarly journals A Model for Discussing the Quality of Technology-Enhanced Learning in Blended Learning Programmes

2017 ◽  
Vol 9 (4) ◽  
pp. 1-20 ◽  
Author(s):  
Diogo Casanova ◽  
António Moreira
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Course Design ◽  
Technology Enhanced Learning ◽  
Learning And Teaching ◽  
Grounded Theory Method ◽  
Use Of Technology ◽  
Face To Face Learning ◽  
Enhanced Learning

This paper presents a comprehensive model for supporting informed and critical discussions concerning the quality of Technology-Enhanced Learning in Blended Learning programmes. The model aims to support discussions around domains such as how institutions are prepared, the participants' background and expectations, the course design, and the learning process. The research that supported the design of this model was framed by a Grounded Theory method, combining different approaches to empirical data collection with a review of evaluation models on aspects of the quality of Online and Distance Learning. Throughout the paper, arguments are made that Higher Education institutions need to be more critical with regard to the use of Technology-Enhanced Learning, and to support it as a counterpart to face-to-face learning and teaching. The model provides a framework for teachers in Higher Education to reflect and discuss the quality of Technology-Enhanced Learning in their Blended Learning programmes.

scholarly journals Technology‐enhanced learning in higher education: How to enhance student engagement through blended learning

2019 ◽  
Vol 54 (2) ◽  
pp. 273-286 ◽  
Author(s):  
Dolores R. Serrano ◽  
Maria Auxiliadora Dea‐Ayuela ◽  
Elena Gonzalez‐Burgos ◽  
Alfonso Serrano‐Gil ◽  
Aikaterini Lalatsa
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Blended Learning ◽  
Technology Enhanced Learning ◽  
Enhanced Learning

scholarly journals Interdisciplinarity and technology-enhanced learning: Reflections from art and design and educational perspectives

2018 ◽  
Vol 13 (1) ◽  
pp. 46-69 ◽  
Author(s):  
Madeleine Sclater ◽  
Vic Lally
Keyword(s):  
Higher Education ◽  
Sociology Of Education ◽  
Technology Enhanced Learning ◽  
Central Theme ◽  
Art And Design ◽  
Education Literature ◽  
Interdisciplinary Project ◽  
Cultural Historical Activity ◽  
Interdisciplinary Theory ◽  
Enhanced Learning

The main focus of this article is our project of reimagining higher education for ourselves and our students using the central theme of technology-enhanced learning (TEL), which is inextricably linked to education in the present and in the future in many contexts. We argue that interdisciplinarity and interdisciplinary working are central and essential features of TEL and, yet, they are largely invisible in the TEL literature. TEL itself is still largely invisible in the sociology of education literature and, hence, suffers ‘dual invisibility’. We suggest that this may be connected to the crisis that has beset TEL research and pedagogy. We examine the power of theory in TEL work, citing the use of cultural–historical activity theory (CHAT) in our own TEL work. A detailed account of an interdisciplinary, theory-informed TEL project is provided, and this is analysed to explore how the weave between disciplines, particularly art and design, and education, and interdisciplinary project working can be mutually beneficial in our project of reimagining higher education for work and study.

Towards a resilient strategy for technology‐enhanced learning

2011 ◽  
Vol 28 (4) ◽  
pp. 234-249 ◽  
Author(s):  
Richard Hall
Keyword(s):  
Climate Change ◽  
Higher Education ◽  
Shared Values ◽  
Technology Enhanced Learning ◽  
Peak Oil ◽  
Content Type ◽  
Use Of Technology ◽  
Strategic Implementation ◽  
The Impact ◽  
Enhanced Learning

PurposeThis paper sets out to argue that the strategic implementation of technology is implicated in a range of crises or socio‐economic disruptions, like peak oil, climate change and the rising environmental costs of energy consumption. It aims to argue that institutional technological implementation is contested, complex and should not be treated deterministically, but that technologists might usefully consider the impact of these disruptions on their practices. The paper seeks to amplify how a focus on resilience, rather than marketised outcomes, can enable higher education to use technology to overcome or adapt to disruption and crises.Design/methodology/approachThe paper is a critique. A conceptual analysis of the place of current research into the use of technology‐enhanced learning in higher education is critiqued in light of peak oil and climate change, in order to align strategic developments with disruptions and potential responses. The strategic response of one institution is outlined as a programme‐of‐work, and is related to a second university's approach.FindingsThe paper highlights five areas that require strategic responses to the use of technology in and for HE. These are: the place of TEL in the idea of the University; complexity in the use of technology, linked to shared values; adapting to disruption; institutional planning; and competing priorities for the use of technology.Originality/valueThe paper highlights the educational connections that are made between the politics of technology, shared values and socio‐environmental disruption. It also analyses a programme of work that is designed to engage with and adapt to disruption.

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