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

Kirkwood, Adrian; Price, Linda

doi:10.1080/17439884.2013.770404

Cited by 622 publications

(434 citation statements)

References 64 publications

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“…Therefore, regardless of the demographic of the cohort, assumptions around technological preference and capacities should be sidelined at least until the necessary social and peer support mechanisms are in place. Adapting to the online environment can be a challenge for both facilitators and students alike (Jaques & Salmon, 2007;Kirkwood & Price, 2014). …”

Section: The Isolated Learnermentioning

confidence: 99%

“…Even within these enrolment modes, students often opt to undertake different units (subjects) in different ways (Schmidt et al, 2016). As universities increasingly move towards fully online and blended teaching modes, there is much discussion as to what this means for pedagogy (Gregory & Salmon, 2013;Jaques & Salmon, 2007;Kirkwood & Price, 2014;Salmon, 2011Salmon, , 2014. While many of the practices that are used in face-to-face contact modes can be adapted and utilised in the online context, it is not simply the case of applying a "one size fits all approach" which is what teaching staff relatively unfamiliar with the online environment tend to do.…”

Section: Introductionmentioning

confidence: 99%

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The Challenges of Online Learning: Supporting and Engaging the Isolated Learner

Gillett-Swan

2017

JLD

448

251

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Section: The Isolated Learnermentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Challenges of Online Learning: Supporting and Engaging the Isolated Learner

Gillett-Swan

2017

JLD

448

251

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“…E-learning is defined as the use of information and communication technology (ICT) to enhance education and learning processes (Kirkwood & Price, 2013;. Though typically equated to online learning platforms, elearning is an umbrella term that also includes the use of mobile phones, dedi-cated apps, single videos, and desktop versions as either single-learning means or as media integrated in the standard classroom (cf.…”

Section: E-learning and Barriers In Relation To Oersmentioning

confidence: 99%

Barriers to open e-learning in public administrations

Stoffregen

Pawlowski

Ras

et al. 2016

Technological Forecasting and Social Change

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“…TEL today, also subsumes the older term e-learning [19], which sometimes was used with a confusing variety of meanings [20]. At Miun, the blended learning is implemented as blended synchronous learning, meaning a mix of on-campus and distance students.…”

Section: Blended Learningmentioning

confidence: 99%

Redesign and Evaluation of a Technology Enhanced Learning Environment for Thesis Supervision

Ahlin¹,

Mozelius²

2017

ICERI Proceedings

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Thesis supervision is an important activity in higher education with Bachelor's and Master's theses mandatory parts of university programmes. In traditional education, thesis supervision has been a face-to-face activity, but today, both the student groups and the learning environments are blended. This study describes and discusses the design and implementation of a blended learning environment for a student group at Mid Sweden University. The research question that the study aims to answer is: Which are the important factors in the design of a course for undergraduate students, to facilitate supervision of thesis projects in a technology enhanced environment?This study employed a Design science research strategy with three phases for design, implementation and evaluation of a blended learning environment during thesis supervision. For the first phase, design requirements were specified based on document studies and a literature review. In the second phase (first part), the created design requirements were implemented as an instance in the Moodle virtual learning environment. Second phase (second part), the implemented instance was used as the online part of a blended learning course for students writing their Bachelor's thesis. In the third phase an evaluation was carried out with an online questionnaire were students gave their opinions on course design and teaching and learning sessions.Findings show that the learning outcomes were good and that the course aim and the learning objectives were clearly stated. Found important factors for a successful supervision were peer collaboration, multimodality, and technology enhanced interaction. Remaining challenges are to improve course content and to motivate students for research in the field of Informatics. Most surprising positive finding was that peer situation occurred informally, which deepen their knowledge for thesis writing and presentation.

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

Cited by 622 publications

References 64 publications

The Challenges of Online Learning: Supporting and Engaging the Isolated Learner

The Challenges of Online Learning: Supporting and Engaging the Isolated Learner

Barriers to open e-learning in public administrations

Redesign and Evaluation of a Technology Enhanced Learning Environment for Thesis Supervision

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