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

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

Online Course Management ◽

10.4018/978-1-5225-5472-1.ch010 ◽

2018 ◽

pp. 184-204

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.

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A Model for Developing a SOTEL Research Cluster

Pacific Journal of Technology Enhanced Learning ◽

10.24135/pjtel.v2i1.31 ◽

2019 ◽

Vol 2 (1) ◽

pp. 11-12

Author(s):

Thomas Cochrane ◽

Vickel Narayan

Keyword(s):

Higher Education ◽

Social Media ◽

New Zealand ◽

Blended Learning ◽

Curriculum Design ◽

South Australia ◽

Educational Practice ◽

Technology Enhanced Learning ◽

Learning Technology ◽

Enhanced Learning

This case study critically reflects upon the development of a scholarship of technology enhanced learning (SOTEL) research cluster in clinical sciences higher education. The research cluster has grown from an initial community of practice established in 2015 in the context of Paramedicine education (Cochrane, Cook, Aiello, Harrison, & Aguayo, 2016), to a collaborative transdisciplinary research cluster that now encompasses: the School of Clinical Sciences, Journalism, the Centre for Teaching And Learning, the AppLAB, and international research partners (Cochrane, 2019; Cochrane et al., 2018). The MESH360 research cluster (initially standing for the Multiple Environment Simulation VR Hub, but now covering the growing body of immersive reality enhanced learning projects) focuses upon the common domain of the exploration of immersive reality to enhance higher education to develop student creativity, critical thinking, and problem-solving capabilities. The research cluster is built upon the shared ontology, epistemology, and research methodology of the wider SOTEL research cluster hub (https://sotel.nz/about-the-cluster/). We established an ecology of resources to support the research cluster (Cochrane & Narayan, 2018), and encourage open educational practice via social media, publishing in open access channels, and regular project showcases. Outcomes from the MESH360 research cluster include: innovative curriculum design, journal articles, conference proceedings, 2 Vice Chancellors teaching innovation awards, a Prime Minister’s research scholarship, and award of a variety of internal project funding. The activity of the research cluster is curated in a ResearchGate Project at https://www.researchgate.net/project/MESH360 and on social media via the #MESH360 hashtag. While the activity of the MESH360 has been predominantly within the Faculty of Health and Environmental Sciences, we are seeing wider impact into Schools within the other Faculties at the university, and potential national and international collaborations. The SOTEL model includes the following main elements: An online hub - The SOTEL Research Cluster https://sotel.nz/ An annual Symposium showcasing SOTEL in practice https://sotel.nz The Pacific Journal of Educational Technology (PJTEL) The CMALT cMOOC and the MOSOMELT cMOOC A weekly webinar series Brokering international TEL networks such as the ASCILITE Mobile Learning Special Interest Group A series of TEL workshops and showcases The presentation will outline the above elements of the SOTEL Research Cluster. We believe the MESH360 research cluster model can be applied to a wide variety of higher education domains. References Cochrane, T. (2019). How AUT is Designing Authentic Student Learning Experiences with Immersive Reality. Paper presented at the 2nd New Zealand Digital Campus and Blended Learning Transformation From K6 to Higher education: Immersive AR/VR, blended learning innovations and next generation learning spaces, Stamford Plaza, Auckland, New Zealand. https://tinyurl.com/SOTELprojects Cochrane, T., Cook, S., Aiello, S., Harrison, D., & Aguayo, C. (2016, 28-30 November). Designing Virtual Reality Environments for Paramedic Education: MESH360. Paper presented at the Show Me The Learning. Proceedings ASCILITE 2016 Adelaide, University of South Australia, Adelaide, Australia. Cochrane, T., & Narayan, V. (2018, 25-29 June, 2018). The Scholarship of Technology Enhanced Learning: Reimagining SOTL for the Social Network Age. Paper presented at the EdMedia: World Conference on Educational Media and Technology 2018, Amsterdam, Netherlands. Cochrane, T., Stretton, T., Aiello, S., Britnell, S., Cook, S., & Narayan, V. (2018). Authentic Interprofessional Health Education Scenarios using Mobile VR. Research in Learning Technology, 26, 2130. doi:http://dx.doi.org/10.25304/rlt.v26.2130

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Faculty Development: A Stage Model Matched to Blended Learning Maturation

Online Learning ◽

10.24059/olj.v15i1.186 ◽

2011 ◽

Vol 15 (1) ◽

Cited By ~ 1

Author(s):

Michael L. Fetters ◽

Tova Garcia Duby

Keyword(s):

Faculty Development ◽

Blended Learning ◽

Lessons Learned ◽

Technology Enhanced Learning ◽

Stage Model ◽

Years Of Experience ◽

Development Programs ◽

Curriculum Innovation ◽

Enhanced Learning

Faculty development programs are critical to the implementation and support of curriculum innovation. In this case study, the authors present lessons learned from ten years of experience in faculty development programs created to support innovation in technology enhanced learning. Stages of curriculum innovation are matched to stages of faculty development, and important lessons for success as well as current challenges are delineated and discussed.

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

Human Factors of a Global Society ◽

10.1201/b17033-60 ◽

2014 ◽

pp. 736-747

Keyword(s):

Higher Education ◽

Quality Evaluation ◽

Evaluation Framework ◽

Technology Enhanced Learning ◽

Enhanced Learning

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The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study

IAFOR Journal of Education ◽

10.22492/ije.9.2.01 ◽

2021 ◽

Vol 9 (2) ◽

pp. 7-23

Author(s):

Maha Al-Freih

Keyword(s):

Higher Education ◽

Online Learning ◽

Student Engagement ◽

Blended Learning ◽

Teaching Practices ◽

Online Teaching ◽

Phenomenological Study ◽

Learning Experience ◽

Structured Interviews ◽

The Impact

The aim of this phenomenological study is to provide a deeper understanding of the impact of remote teaching on instructors’ perceptions of online learning and future teaching practices amid the COVID-19 pandemic. Interpretative phenomenological analysis was used to analyze open-ended semi-structured interviews conducted with five higher education faculty in Saudi Arabia. Three major themes were identified: enhancing student engagement; increased awareness of technology affordances and constraints; and moving from emergency remote teaching to technology-enhanced and blended learning. Participants of this study were mainly concerned about finding ways to support active student engagement in this new learning environment, which in turn increased their awareness of the educational affordances and constraints of online learning and technologies. Participants’ deeper understanding of the potential of online technologies in supporting student learning, as well as their own and students’ increased familiarity and comfort with online learning and technologies, served as the main drivers for potential future implementation of blended learning and technology-enhanced teaching practices. With that said, participants were still apprehensive about engaging in fully online teaching, arguing that blended strategies and enhanced-technology integration are more likely to overcome some of the limitations of face-to-face teaching and improve the overall learning experience for their students. Discussion of these findings in relation to the extant literature and their implications for higher education institutions moving forward are provided.

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Sense of Virtual Community in Wikipedia Online Community for Technology-Enhanced Learning in Higher Education

Research and Innovation Forum 2020 - Springer Proceedings in Complexity ◽

10.1007/978-3-030-62066-0_18 ◽

2021 ◽

pp. 233-245

Author(s):

Anu Helena Suominen ◽

Jari Jussila

Keyword(s):

Higher Education ◽

Online Community ◽

Virtual Community ◽

Technology Enhanced Learning ◽

Enhanced Learning

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Teacher and Student Responses to Blended Environments

Effective Blended Learning Practices ◽

10.4018/978-1-60566-296-1.ch006 ◽

2011 ◽

pp. 105-123 ◽

Cited By ~ 1

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.

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Measuring and Profiling Self-Regulated Learning in the Online Environment

Fostering Self-Regulated Learning through ICT ◽

10.4018/978-1-61692-901-5.ch002 ◽

2010 ◽

pp. 27-38 ◽

Cited By ~ 4

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.

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