Technology-Enhanced Learning and Teaching in COVID-19 Era: Challenges and Recommendations

Technology-enhanced learning and teaching methods have been in literature and for many years now. Many educational institutes all over the world have been using these methods to deliver their programs and degrees. Nevertheless, some institutes are not very keen on using technology in some disciplines, and deliver their programs in a traditional way for a number of reasons, especially if these have been successful and well-attended (i.e. popular) by students. In the current era, where COVID-19 pandemic has disrupted every corner of our life including higher education, technology has become a critical success factor to reduce the negative impact of this pandemic. Accordingly, it is now no longer an option to opt out from using technology in learning and teaching. This doesn’t just refer to providing (dumping) contents to students digitally, but to facilitate learning and deliver engaging and highly interactive experience to compensate for lack of face-to-face interaction between the students and their teachers and also amongst the students themselves. The use of technology in education due to COVID-19 pandemic, however, has confronted by a number of challenges. In some cases, the focus was shifted to the contents (documents, videos…etc.) rather than interactivity and student engagement. Furthermore, the students were highly overwhelmed with contents in a short period of time, which has caused anxiety, dissatisfaction and performance issues. In this paper, examples of teaching methods based on the use of technology that are employed during the lockdown period are provided. Moreover, a number of subsequent challenges due to current situation are discussed, and recommendations for implementation and best practice are shared. Also a proposal for a flipped delivery model to move forward is provided and discussed. Anecdotal student feedback has shown that the used methods and techniques were really helpful and have boosted student learning and enthusiasm in this difficult time.

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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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Technology Adoption as a Student-Driven Learning Strategy

Student-Driven Learning Strategies for the 21st Century Classroom - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-1689-7.ch008 ◽

2017 ◽

pp. 104-124 ◽

Cited By ~ 1

Author(s):

Neeta Baporikar

Keyword(s):

Information And Communication Technologies ◽

Learning Strategy ◽

Communication Technologies ◽

Technology Enhanced Learning ◽

Theory Approach ◽

Learning And Teaching ◽

Use Of Technology ◽

Information And Communication ◽

Enhanced Learning ◽

Grounded Theory Approach

The use of technology for learning and teaching brings optimism and opportunity for education. It liberates both the teacher and the student in the scholarly enterprise by removing traditional boundaries and restrictions to knowledge. However, it also challenges us to consider the best possible uses of that technology for our students and, more fundamentally, our actions as educators. The term technology enhanced learning is used extensively throughout the educational world; it is the latest in an assortment of terms that have been used to describe the application of information and communication technologies (ICT) to learning and teaching. Through exhaustive literature review and grounded theory approach this chapter reflects on the teaching – technology nexus, the use of technology as a student driven learning strategy with focus on augmenting student learning. The findings indicate that there is a strong nexus between teaching and technology in today's world. Further, adopting technology would aid better to put students in the driver's seat.

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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

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Assuring best practice in technology-enhanced learning environments

Research in Learning Technology ◽

10.3402/rlt.v23.25728 ◽

2015 ◽

Vol 23 ◽

Cited By ~ 11

Author(s):

Mike Keppell ◽

Gordon Suddaby ◽

Natasha Hard

Keyword(s):

Best Practice ◽

Meta Analysis ◽

Good Practice ◽

Technology Enhanced Learning ◽

Learning Technology ◽

Australian Government ◽

Technology Learning ◽

Learning And Teaching ◽

Educational Networks ◽

Enhanced Learning

This paper documents the development and findings of the Good Practice Report on Technology-Enhanced Learning and Teaching funded by the Australian Learning and Teaching Council (ALTC). Developing the Good Practice Report required a meta-analysis of 33 ALTC learning and teaching projects relating to technology funded between 2006 and 2010. This report forms one of 12 completed Good Practice Reports on a range of different topics commissioned by the ALTC and Australian Government Office for Learning and Teaching (OLT). The reports aim to reduce issues relating to dissemination that projects face within the sector by providing educators with an efficient and accessible way of engaging with and filtering through the resources and experiences of numerous learning and teaching projects funded by the ALTC and OLT. The Technology-Enhanced Learning and Teaching Report highlights examples of good practice and provides outcomes and recommendations based on the meta-analysis of the relevant learning and teaching projects. However, in order to ensure the value of these reports is realised, educators need to engage with the reports and integrate the information and findings into their practice. The paper concludes by detailing how educational networks can be utilised to support dissemination.Keywords: technology; learning and teaching; higher education; best practiceCitation: Research in Learning Technology 2015, 23: 25728 - http://dx.doi.org/10.3402/rlt.v23.25728

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A Cloud-Based Mobile System to Improve Project Management Skills in Software Engineering Capstone Courses

Mobile Information Systems ◽

10.1155/2018/6371793 ◽

2018 ◽

Vol 2018 ◽

pp. 1-16

Author(s):

Andres Neyem ◽

Juan Diaz-Mosquera ◽

Jose I. Benedetto

Keyword(s):

Project Management ◽

Software Engineering ◽

Technology Enhanced Learning ◽

Mobile System ◽

Management Skills ◽

Software Artifacts ◽

Capstone Courses ◽

Use Of Technology ◽

Course Outcomes ◽

Enhanced Learning

Capstone project-based courses offer a favorable environment for the development of student skills through an approach incorporating theoretical and practical components. However, it is often difficult to successfully coordinate between students, stakeholders, and the academic team. The absence of suitable tools for addressing this issue, along with time constraints, often prevents students from attaining the expected course outcomes. This raises the question “How can we improve project management skills in computing majors through the use of technology-enhanced learning environments?” This paper presents a Cloud-based mobile system for supporting project management under a framework of best practices in software engineering capstone courses. The Kanban approach was used as a core of the proposed system. Kanban boards are very popular in the software industry today. It has been empirically shown that they provide increased motivation and project activity control due to their inherent simplicity. This helps the students and academic team be aware of the project context as it aids in preventing ambiguities, flaws, or uncertainties in the development of software artifacts.

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TECHNOLOGY IN THE TEACHING OF NEUROSCIENCE: ENHANCED STUDENT LEARNING

AJP Advances in Physiology Education ◽

10.1152/advan.00059.2002 ◽

2003 ◽

Vol 27 (3) ◽

pp. 146-155 ◽

Cited By ~ 16

Author(s):

John D. Griffin

Keyword(s):

Student Learning ◽

Group Learning ◽

Education Technology ◽

Technology Enhanced Learning ◽

Teaching Tools ◽

Use Of Technology ◽

Hands On ◽

Computer Based ◽

Enhanced Learning ◽

Enhance Student Learning

The primary motivation for integrating any form of education technology into a particular course or curriculum should always be to enhance student learning. However, it can be difficult to determine which technologies will be the most appropriate and effective teaching tools. Through the alignment of technology-enhanced learning experiences with a clear set of learning objectives, teaching becomes more efficient and effective and learning is truly enhanced. In this article, I describe how I have made extensive use of technology in two neuroscience courses that differ in structure and content. Course websites function as resource centers and provide a forum for student interaction. PowerPoint presentations enhance formal lectures and provide an organized outline of presented material. Some lectures are also supplemented with interactive CD-ROMs, used in the presentation of difficult physiological concepts. In addition, a computer-based physiological recording system is used in laboratory sessions, improving the hands-on experience of group learning while reinforcing the concepts of the research method. Although technology can provide powerful teaching tools, the enhancement of the learning environment is still dependent on the instructor. It is the skill and enthusiasm of the instructor that determines whether technology will be used effectively.

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Emerging Edtech

Instructional Design ◽

10.4018/978-1-60960-503-2.ch803 ◽

2011 ◽

pp. 1880-1891

Author(s):

Ching-Huei Chen ◽

Manetta Calinger ◽

Bruce C. Howard

Keyword(s):

Instructional Design ◽

Learning Environments ◽

Best Practice ◽

Design Principles ◽

Educational Technologies ◽

Technology Enhanced Learning ◽

Emergent Technologies ◽

Practice Models ◽

How People Learn ◽

Enhanced Learning

Design principles are universal and may be translated onto the newest trends and emergent technologies. In this research study, the authors combined the perspectives provided by two sources to create a set of recommended design principles for technology-enhanced learning environments. One source was the How People Learn framework (Bransford, Brown, & Cocking, 2000). The second source was a series of interviews conducted with pacesetters in the field of educational technologies. With the knowledge gained from these two sources, the authors created our own set of design principles. These principles may be used to guide evaluation, instructional design efforts, or best practice models for exemplary use of educational technologies in the classroom.

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Experiences and perspectives of Technology-enhanced learning and teaching in higher education – Serbian case

Procedia Computer Science ◽

10.1016/j.procs.2018.08.086 ◽

2018 ◽

Vol 126 ◽

pp. 1351-1359 ◽

Cited By ~ 4

Author(s):

Mirjana Ivanović ◽

Aleksandra Klašnja Milićević ◽

Veljko Aleksić ◽

Brankica Bratić ◽

Milinko Mandić

Keyword(s):

Higher Education ◽

Technology Enhanced Learning ◽

Learning And Teaching ◽

Teaching In Higher Education ◽

Enhanced Learning

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Blurring Boundaries in Education: Context and Impact of MOOCs

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v17i3.2395 ◽

2016 ◽

Vol 17 (3) ◽

Cited By ~ 6

Author(s):

Johan Loeckx

Keyword(s):

Informal Learning ◽

Technology Enhanced Learning ◽

Learning And Teaching ◽

Personal Learning ◽

For Profit ◽

Excellent Research ◽

Formal And Informal Learning ◽

Technological Context ◽

The Many ◽

Enhanced Learning

<p>The opinions on MOOCs go to extremes, covering a wide variety of topics, affecting economy, pedagogy, and computer science which makes it hard to keep oversight. Despite the many excellent research reports and articles, an overview of the bigger picture, providing a holistic qualitative summary of the different opinions, is still very welcome. Special attention is given to the broader social, cultural, and technological context in which these developments come about. In this paper, it is discussed how the educational industry has received a “wake up call” provoking a global discussion on learning and teaching, accordingly disturbing established boundaries between formal and informal learning, public and for-profit education, teachers and learners and quite intriguingly, between software and teaching practices. Golden opportunities for Artificial Intelligence and Technology Enhanced Learning are unfolding, evidenced by the digitalization movement of education, gamification, and the stringent need for massively scalable (and therefore computerized) personal learning experiences.</p>

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Forschungsfeld Learning Analytics

i-com ◽

10.1524/icom.2012.0007 ◽

2012 ◽

Vol 11 (1) ◽

pp. 22-25 ◽

Cited By ~ 1

Author(s):

Mohamed Amine Chatti ◽

Anna Lea Dyckhoff ◽

Ulrik Schroeder ◽

Hendrik Thüs

Keyword(s):

Learning Process ◽

Learning Analytics ◽

Future Trend ◽

Educational Institutions ◽

Technology Enhanced Learning ◽

Research Opportunities ◽

Learning And Teaching ◽

Process Learning ◽

Enhanced Learning

Summary Learning analytics has attracted a great deal of attention in technology enhanced learning (TEL) in recent years as educational institutions and researchers are increasingly seeing the potential that learning analytics has to support the learning process. Learning analytics has been identified as a possible key future trend in learning and teaching (Johnson et al., 2011). Analytics can be a powerful tool to support learning. There are, however, a number of issues that need to be addressed before starting analytics projects. In this paper, we identify various challenges and research opportunities in the emerging area of learning analytics.

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