Improving the Use of Technology Enhanced Learning Environments in Higher Education in the UK: A Qualitative Visualization of Students’ Views

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

International Journal of Mobile and Blended Learning ◽

10.4018/ijmbl.2017100101 ◽

2017 ◽

Vol 9 (4) ◽

pp. 1-20 ◽

Cited By ~ 1

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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Towards a resilient strategy for technology‐enhanced learning

Campus-Wide Information Systems ◽

10.1108/10650741111162716 ◽

2011 ◽

Vol 28 (4) ◽

pp. 234-249 ◽

Cited By ~ 3

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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Conceptions of learning in technology-enhanced learning environments

Asian Association of Open Universities Journal ◽

10.1108/aaouj-12-2017-0038 ◽

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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TPD as Online Collaborative Learning for Innovation in Teaching

Online Learning Communities and Teacher Professional Development ◽

10.4018/978-1-60566-780-5.ch013 ◽

2010 ◽

pp. 230-246 ◽

Cited By ~ 8

Author(s):

Diana Laurillard ◽

Elizabeth Masterman

Keyword(s):

Teaching And Learning ◽

Technology Enhanced Learning ◽

Digital Medium ◽

University Teachers ◽

Effective Learning ◽

Online Collaborative Learning ◽

Collaborative Environment ◽

Use Of Technology ◽

The Uk ◽

Enhanced Learning

This chapter focuses on supporting university teachers in the UK in the more innovative use of digital technologies. Although the use of these technologies is now widespread and increasing, it is not always optimised for effective learning. It is important that teachers’ use of technology should be directed towards innovation and improvement in teaching and learning, and should not merely replicate their current practice in a digital medium. The authors therefore make the case for an online collaborative environment to scaffold teachers’ engagement with technology-enhanced learning. The chapter outlines the findings of our recent research into a blended approach to TPD, and use these to identify the requirements for an online collaborative environment: tools for learning design, guidance, and access to relevant resources to support teachers in their discovery of new forms of technology-enhanced teaching and learning. Such an environment, they argue, would provide a framework for a “community of innovation” in which teachers participate both as learners and researchers.

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Self Regulated Learning Provided by Hypermedia and the Use of Technology Enhanced Learning Environments

2009 IEEE/WIC/ACM International Joint Conference on Web Intelligence and Intelligent Agent Technology ◽

10.1109/wi-iat.2009.265 ◽

2009 ◽

Author(s):

Amir Benmimoun ◽

Philippe Trigano

Keyword(s):

Learning Environments ◽

Technology Enhanced Learning ◽

Self Regulated Learning ◽

Use Of Technology ◽

Regulated Learning ◽

Enhanced Learning

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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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Technology-Enhanced Learning in Higher Education

E-Learning as a Socio-Cultural System - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-6154-7.ch013 ◽

2014 ◽

pp. 224-236 ◽

Cited By ~ 1

Author(s):

Neil Gordon ◽

Mike Brayshaw

Keyword(s):

Higher Education ◽

Technology Enhanced Learning ◽

Support Teams ◽

Technological Adoption ◽

Use Of Technology ◽

Integration Of Technology ◽

E Learning ◽

Technological Age ◽

Enhanced Learning ◽

Technology In Higher Education

This chapter explores issues that affect the uptake and integration of Technology in Higher Education, developing a framework to overcome some of the barriers. Technological adoption varies across disciplines. The authors consider disciplines as tribes, where some find technology acceptable and an enabler, whilst for others it is alien and deemed inappropriate. Some territories reflect technology as an area to defend and expand, whilst for others the imposition of technology and associated practices are considered a hostile intrusion into discipline practice. Within the framework, the authors reflect on various perspectives: practitioners', students', and support teams' perspectives within the wider eco-systems and structures. Practitioner concerns reflect discipline traditions and practices, from teaching through to assessment and how to manage the Wikipedia generation. Students' needs in a technological age reflect the demands of the Netizen as student, and the rise and challenge of MOOCs to the teacher and the learner. Institutional mechanisms provide the situation for the use of technology. The authors provide a framework within which to explore the above concerns and describe mechanisms to unite the academic tribes, to see the territorial boundaries as artificial and counter-productive, and to enable the utilisation of E-Learning in current and future Higher Education settings.

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