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Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review

Kirkwood, Adrian and Price, Linda (2014). Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review. Learning, Media and Technology, 39(1) pp. 6–36.

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DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1080/17439884.2013.770404
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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 Article
Copyright Holders: 2013 Taylor & Francis
ISSN: 1743-9884
Keywords: technology-enhanced learning; student learning; higher education; teaching; evidence
Academic Unit/Department: Institute of Educational Technology
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: 23 Jan 2014 15:26
URI: http://oro.open.ac.uk/id/eprint/36675
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