Bringing ICT into the Classroom: Perceptions from Tourism Students on Technology-Enhanced Learning

The advancement of Information and Communication Technology (ICT) can be seen as a blessing in disguise. On one hand, digital information is readily available nowadays, which in turn makes the hardwiring of knowledge less significant and shifts the focus towards competency development. In a digitalized world where information is easily accessible, it is argued that students in higher education need to develop more sensible soft skills that allow them to systematically and critically analyze information. Whilst knowledge can be acquired in a relatively short period, competency development requires more active repetition and patience. Thus, applying relevant and supportive teaching methods is seen as essential. Quantitative data was collected from the participants (n=107) and examined through descriptive analysis. The results of the research revealed that students in higher education generally had a positive perception of technology-enhanced learning (TEL) and considered themselves proficient with the usage of ICT in the classroom. Based on the empirical findings from this paper, a qualitative study was recommended to identify how ICT can be more effectively integrated into the traditional classroom.

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Sustainable Higher Education Development through Technology Enhanced Learning

Sustainability ◽

10.3390/su12093600 ◽

2020 ◽

Vol 12 (9) ◽

pp. 3600 ◽

Cited By ~ 5

Author(s):

Javier Orozco-Messana ◽

Juan Miguel Martínez-Rubio ◽

Ana Maria Gonzálvez-Pons

Keyword(s):

Higher Education ◽

Capacity Building ◽

Information And Communication Technology ◽

Communication Technology ◽

Technology Enhanced Learning ◽

Successful Implementation ◽

Education Development ◽

Higher Education Development ◽

Information And Communication ◽

Enhanced Learning

Higher education is incorporating Information and Communication Technology (ICT) at a fast rate for different purposes. Scientific papers include within the concept of Technology Enhanced Learning (TEL) the myriad applications of information and communication technology, e-resources, and pedagogical approaches to the development of education. TEL’s specific application to higher education is especially relevant for countries under rapid development for providing quick and sustainable access to quality education (UN sustainable development goal 4). This paper presents the research results of an online pedagogical experience in collaborative academic research for analyzing good practice in TEL-supported higher education development. The results are obtained through a pilot implementation providing curated data on TEL competency’s development of faculty skills and analysis of developing sustainable higher education degrees through TEL cooperation, for capacity building. Given the increased volume and complexity of the knowledge to be delivered, and the exponential growth of the need for skilled workers in emerging economies, online training is the most effective way of delivering a sustainable higher education. The results of the PETRA Erasmus+ capacity-building project provides evidence of a successful implementation of a TEL-supported methodology for collaborative faculty development focused on future online degrees built collaboratively and applied locally.

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Sustainable Higher Education and Technology-Enhanced Learning (TEL)

Sustainability ◽

10.3390/su10113883 ◽

2018 ◽

Vol 10 (11) ◽

pp. 3883 ◽

Cited By ~ 20

Author(s):

Linda Daniela ◽

Anna Visvizi ◽

Calixto Gutiérrez-Braojos ◽

Miltiadis Lytras

Keyword(s):

Higher Education ◽

Information And Communication Technology ◽

Communication Technology ◽

Teaching And Learning ◽

Initial Point ◽

Value Added ◽

Technology Enhanced Learning ◽

Information And Communication ◽

Enhanced Learning ◽

Point Of Departure

The field of education is not immune to advances in sophisticated information and communication technology (ICT). Going beyond the ICT-hype, the objective of this paper is to examine to what extent and how technology-enhanced teaching and learning (TEL) can enhance teaching and learning and, hence, turn them into levers of sustainable socio-economic growth and development. To address these questions, a multidimensional survey was developed and distributed internationally to lecturers/professors active in the field of higher education. The initial point of departure for this study was consistent with the well-referenced in the literature thesis that TEL has profound value added in view of enhancing the teaching and learning process. Yet, as the outcomes of the survey underpinning the discussion in this paper suggest, there is much more is at stake than that. Indeed, it is argued that several conditions need to be fulfilled if technology is to serve as a benefit, and not an obstacle to teaching and learning, and thus boost the delivery of quality education. This paper outlines them.

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Technology-Enhanced Learning (TEL) in Higher Education

Knowledge-Intensive Economies and Opportunities for Social, Organizational, and Technological Growth - Advances in Knowledge Acquisition, Transfer, and Management ◽

10.4018/978-1-5225-7347-0.ch002 ◽

2019 ◽

pp. 12-24

Author(s):

Linda Daniela ◽

Raimonds Strods ◽

Daiga Kalniņa

Keyword(s):

Higher Education ◽

Data Analysis ◽

Learning Outcomes ◽

Descriptive Analysis ◽

Technology Enhanced Learning ◽

One Year ◽

The One ◽

Impact Of Technology ◽

The Impact ◽

Enhanced Learning

As technologies become more exciting, interactive, and reachable, various technological solutions are used in higher education. On the one hand, there is the conviction that technologies are indispensable, both for improving learning and for making learning process more effective, both in terms of learning outcomes and in terms of costs. Additionally, technology and technological solutions can provide sustainability of knowledge because students develop the competences that they will need in their future professional work. This chapter summarises the systematic literature review (SLR) carried out by the authors in analysing research that has been done on the impact of technology-enhanced learning on learning outcomes in order to understand what emerging research has been done, as the authors published a similar study one year ago. The SLR was conducted for the period of 2010 to 2018 by selecting peer-reviewed articles on specified terms. The selected articles were then analysed following sub-purposes. The descriptive analysis method was adopted for the data analysis.

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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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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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Facilitating Online Continuing Professional Development Opportunities in Technology-Enhanced Learning: the TELTA approach

International Journal of Advanced Corporate Learning (iJAC) ◽

10.3991/ijac.v8i4.5308 ◽

2015 ◽

Vol 8 (4) ◽

pp. 39

Author(s):

Pauline Rooney

Keyword(s):

Information And Communication Technologies ◽

Teaching And Learning ◽

Continuing Professional Development ◽

Learning Technologies ◽

Technology Enhanced Learning ◽

Dublin Institute ◽

Information And Communication ◽

Societal Changes ◽

Institute Of Technology ◽

Enhanced Learning

Information and communication technologies are fundamentally changing the way we live our lives. However, despite these huge societal changes, it is widely recognised that the potential of ICTs for enhancing teaching and learning has not yet been capitalised on in higher education, with traditional pedagogical methods still predominating. However it is crucial that educators are receptive to the potential of ICTs and that they have a sound understanding of this potential and how to capitalise on it. TELTA (Technology-Enhanced Learning, Teaching and Assessment) is a fully online eight-week course offered by the Dublin Institute of Technology which aims to address these issues by giving participants the opportunity to immerse themselves in existing and emerging learning technologies. This paper provides a case study of the TELTA approach, exploring key areas including target audience, module goals, underpinning pedagogical framework, assessment methodologies, technologies utilised and future plans for further developing the initiative.

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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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