The development of technology enhanced learning: findings from a 2008 survey of UK higher education institutions

2011 ◽  
Vol 19 (5) ◽  
pp. 447-465 ◽  
Author(s):  
Martin Jenkins ◽  
Tom Browne ◽  
Richard Walker ◽  
Roger Hewitt
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Technology Enhanced Learning ◽  
Uk Higher Education ◽  
Enhanced Learning

scholarly journals Las universidades apostando por las tic: modelos y paradojas de cambio institucional

2009 ◽  
pp. a105
Author(s):  
Linda J. Castañeda Quintero
Keyword(s):  
Higher Education ◽  
Social Perception ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Technology Enhanced Learning ◽  
Models Of Teaching ◽  
The Social ◽  
The World ◽  
Basic Concepts ◽  
Enhanced Learning

Dados los tiempos que corren en todos los ámbitos de nuestro contexto social, económico, cultural y por supuesto tecnológico, la universidad vive un momento en el que debe apostar por innovaciones en la dirección de adaptarse a los cambios y dar respuesta a las necesidades del entorno; siempre en aras de sobrevivir como institución y seguir siendo referente primario de nuestra sociedad. El problema es que debe cambiar, pero sin que antes se hayan clarificados conceptos básicos que le dan su razón de ser y la fundamentan.En este trabajo pretendemos abundar en los modelos más representativos de cambio institucional que se han adoptado en la implementación de TIC en la universidad, para posteriormente hacer una reflexión acerca de cómo esos modelos y la forma que han adoptado en la práctica han creado no pocas paradojas relacionadas con las necesidades de cambio, las formas que adopta dicho cambio y el futuro que puede tener.  AbstractFast expansion of ICT in every side of our society has increased the pressure in traditional higher education institutions to become modern organizations, and has modified the social perception about the need of using new possibilities and models of teaching and learning including ICT (Technology Enhanced Learning). Unfortunately, the general awareness is universities know very well they have to change but they don’t know in which direction they have to do it. Therefore, they have to clarify basic concepts about their reason for being and their basic principles.On this work we will present a first analysis of the most representative models to implement ICT in Universities that institutions around the world have used. From this models and analysing trends around them, we propose some reflexions about how practices have created many paradoxes around the change related to ICT and higher education: how this change could be, how this change already is, and how can we plan better the future of these changes.

A Research-Led Approach to Technology Enhanced Learning

2008 ◽  
pp. 154-167
Author(s):  
Jacqueline A. Dempster
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
High Capacity ◽  
Technology Enhanced Learning ◽  
Quality Research ◽  
Good Quality Research ◽  
Uk Higher Education ◽  
Enhanced Learning ◽  
Institutional Initiatives

This chapter focuses on national and institutional initiatives in UK higher education (HE) to support and embed technology enhanced learning, and in particular with regard to the development in undergraduate students of research-oriented capabilities. The term “research-led” is widely used in the HE sector to describe universities that demonstrate a high capacity for good quality research whilst claiming that their research informs and enhances their teaching. The approaches described are based on the premise that developments should be led by clear pedagogical objectives coupled with the opportunities afforded to the curriculum by the technologies.

Characteristics of UK higher education institutions that disclose sustainability reports

2018 ◽  
Vol 19 (7) ◽  
pp. 1279-1298 ◽  
Author(s):  
Remmer Sassen ◽  
Dominik Dienes ◽  
Johanna Wedemeier
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Research Question ◽  
Corporate Sustainability ◽  
Public Funding ◽  
Sustainability Reporting ◽  
Content Type ◽  
Sustainability Reports ◽  
The Uk ◽  
Uk Higher Education

Purpose This study aims to focus on the following research question: Which institutional characteristics are associated with sustainability reporting by UK higher education institutions? Design/methodology/approach To answer the aforementioned research question, this study uses logistic regression. Findings The results show that 17 per cent of the UK higher education institutions report on their sustainability (July 2014). In line with legitimacy and stakeholder theory, logistic regressions provide evidence that the larger the size of the institution, the higher the probability of reporting. By contrast, high public funding decreases this probability. Research limitations/implications The findings show characteristics of higher education institutions that support or hamper sustainability reporting. Overall, the findings imply a lack of institutionalisation of sustainability reporting among higher education institutions. Originality/value Although a lot of research has been done on corporate sustainability reporting, only a small number of studies have addressed the issues of sustainability reporting of higher education institutions. This study covers all sustainability reports disclosed among the 160 UK higher education institutions. It is the first study that investigates characteristics of higher education institutions that disclose a sustainability report.

Sign in / Sign up

Export Citation Format

Share Document