Kirkwood, Adrian and Price, Linda
(2014).
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| DOI (Digital Object Identifier) Link: | https://doi.org/10.1080/17439884.2013.770404 |
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| Google Scholar: | Look up in Google Scholar |
Abstract
The term Technology-enhanced learning (TEL) is used to describe the application of information and communication technologies to teaching and learning. Explicit statements about what the term is understood to mean are rare and it is not evident that a shared understanding has been developed in higher education of what constitutes an enhancement of the student learning experience. This article presents a critical review and assessment of how TEL is interpreted in recent literature. It examines the purpose of technology interventions, the approaches adopted to demonstrate the role of technology in enhancing the learning experience, differing ways in which enhancement is conceived and the use of various forms evidence to substantiate claims about TEL. Thematic analysis enabled categories to be developed and relationships explored between the aims of TEL interventions, the evidence presented, and the ways in which enhancement is conceived.
| Item Type: | Journal Item |
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| Copyright Holders: | 2013 Taylor & Francis |
| ISSN: | 1743-9884 |
| Keywords: | technology-enhanced learning; student learning; higher education; teaching; evidence |
| Academic Unit/School: | Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET) Learning and Teaching Innovation (LTI) |
| Research Group: | Centre for Research in Education and Educational Technology (CREET) |
| Item ID: | 36675 |
| Depositing User: | Adrian Kirkwood |
| Date Deposited: | 25 Feb 2013 10:52 |
| Last Modified: | 22 May 2019 20:53 |
| URI: | http://oro.open.ac.uk/id/eprint/36675 |
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