scholarly journals Aspects to Be Considered when Implementing Technology-Enhanced Learning Approaches: A Literature Review

2015 ◽  
Vol 7 (4) ◽  
pp. 26-49 ◽  
Author(s):  
Patrick Schweighofer ◽  
Martin Ebner
Keyword(s):  
Literature Review ◽  
Technology Enhanced Learning ◽  
Learning Approaches ◽  
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.

Competencies Management

2007 ◽  
pp. 120-145
Author(s):  
Miltiadis Lytras ◽  
Maria Mantziou ◽  
Maria Pontikaki
Keyword(s):  
Personal Development ◽  
Business Processes ◽  
Technology Enhanced Learning ◽  
Learning Approaches ◽  
Education And Health ◽  
Health Domains ◽  
Learning Management ◽  
Competencies Development ◽  
Enhanced Learning ◽  
Business Challenges

Competencies in the management literature are analyzed from different perspectives. A converging point of the various approaches is the fact that competencies provide a critical context for a unified treatment of business processes and personal development. In other words the achievement of critical business objectives is directly related to knowledge and learning management. The objective of this chapter is to analyze competencies management from a managerial perspective and to develop a set of requirements for new knowledge and learning management systems aiming to capitalize the application of competencies management in to daily business life. The relevant discussion is initiated with the provision of several real world scenarios that summarize the key business challenges of competencies development, management and reuse, in the Education and Health Domains. The resulting list of requirements is used for a critical overview of limitations of current Technology Enhanced learning approaches especially in the context of real businesses. The concluding section of this chapter discusses the new insights that competencies management through SW and TEL approaches bring to well known business problems and reveals several streams of emerging research on the topic.

Teacher and Student Responses to Blended Environments

2011 ◽  
pp. 105-123 ◽  
Author(s):  
Guglielmo Trentin ◽  
Steve Wheeler
Keyword(s):  
Blended Learning ◽  
Social Networking Sites ◽  
Technology Enhanced Learning ◽  
Learning Approaches ◽  
Student Responses ◽  
Personalised Learning ◽  
The United Kingdom ◽  
Communication Approach ◽  
Enhanced Learning ◽  
British Research

This chapter provides a further two European perspectives on blended learning. The first section is an overview of the ways in which the concept of blended solutions is interpreted in the Italian networkbased education context. Results of research carried out at some Italian Universities about various approaches to technology enhanced learning (TEL) are described which account for an increasing tendency of teachers to choose blended solutions. On the basis of interviews with 250 teachers some important blended solutions sustainability factors are analyzed pertaining to the pedagogical, professional, socio- cultural, informal dimensions as well as the content, organizational, economic and technological. In the second section of the chapter, an overview of blended and personalised learning in the United Kingdom is presented, with a critical review of some of the recent British research into the efficacy of learning management system (LMS) based blended learning approaches. Central to the chapter section is a discussion regarding the future of the LMS and how the network generation is migrating toward social networking sites and mobile technology to connect with their peers. The chapter finishes with the suggestion that personalised learning environments (PLEs) will be their preferred blended learning and communication approach.

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 Conceptions of learning in technology-enhanced learning environments

2017 ◽  
Vol 12 (2) ◽  
pp. 184-205
Author(s):  
Chin-Chung Tsai
Keyword(s):  
Learning Environments ◽  
Technology Enhanced Learning ◽  
Learning Approaches ◽  
Conceptions Of Learning ◽  
Content Type ◽  
Educational Culture ◽  
Use Of Technology ◽  
Cram Schools ◽  
Future Work ◽  
Enhanced Learning

Purpose The purpose of this papers is to provide an overview of how students and teachers in Taiwan conceptualize learning, especially in technology-enhanced learning environments. Their conceptions of learning reveal the extent to which the prevalence of technological use in education has facilitated students to cultivate a more advanced conception of learning and develop a deeper learning approach. Design/methodology/approach It reviews a total of nine relevant case studies, covering the contexts of conventional schools (from elementary schools to college, and cram schools) as well as technology-enhanced environments (internet-assisted learning and mobile learning); and participants from Grade 2 students to adult learners as well as teachers. Their conceptions of learning and preferred learning approaches are summarized. Findings Results of the studies show the Taiwanese students’ and teachers’ conceptions of learning in general and of technology-enhanced learning in particular. The students tended to be passive learners to receive instructions and considered examinations as a short-term goal for their study, with surface learning approaches commonly adopted. Despite technology may help to promote their cultivation of a more sophisticated conception of learning, many of them still opted for rote memorization and practice as the major ways to study. The potentials of technology in enhancing learning thus have not been fully realized. Originality/value The results shed light on an Asian-specific educational culture which is exam oriented. They reveal the challenges regarding the use of technology in education, which hinder the promotion of students’ advanced conceptions of learning. They also highlight the directions of future work to create a more accessible and gratifying technology-enhanced environment.

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