Kirkwood, Adrian and Price, Linda
(2014).
|
PDF (Accepted Manuscript)
- Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Download (716kB) | Preview |
| DOI (Digital Object Identifier) Link: | https://doi.org/10.1080/17439884.2013.770404 |
|---|---|
| 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: | Article |
|---|---|
| Copyright Holders: | 2013 Taylor & Francis |
| ISSN: | 1743-9884 |
| Keywords: | technology-enhanced learning; student learning; higher education; teaching; evidence |
| Academic Unit/School: | Learning Teaching and Innovation (LTI) > Institute of Educational Technology (IET) Learning Teaching and Innovation (LTI) |
| Interdisciplinary Research Centre: | 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: | 07 Feb 2017 11:24 |
| URI: | http://oro.open.ac.uk/id/eprint/36675 |
| Share this page: |     |
Altmetrics | Scopus Citations |
Download history for this item
These details should be considered as only a guide to the number of downloads performed manually. Algorithmic methods have been applied in an attempt to remove automated downloads from the displayed statistics but no guarantee can be made as to the accuracy of the figures.