The development of technology enhanced learning: findings from a 2008 survey of UK higher education institutions

Jenkins, Martin; Browne, T. J.; Walker, Richard; Hewitt, Roger A.

doi:10.1080/10494820903484429

Cited by 54 publications

(42 citation statements)

References 7 publications

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“…These findings corresponded with the study of UK HE institutions by Jenkins et al (2011); this survey focussed on the development of technology enhanced learning (rather than VLE). However, it had similar results in that lower usage of TEL was linked directly to the creative arts sector.…”

Section: Content Analysismentioning

confidence: 91%

Best-practice model for technology enhanced learning in the creative arts

Power

Kannara

2016

Research in Learning Technology

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This paper presents a best-practice model for the redesign of virtual learning environments (VLEs) within creative arts to augment blended learning. In considering a blended learning best-practice model, three factors should be considered: the conscious and active human intervention, good learning design and pedagogical input, and the sensitive handling of the process by trained professionals. This study is based on a comprehensive VLE content analysis conducted across two academic schools within the creative arts at one Post-92 higher education (HE) institution. It was found that four main barriers affect the use of the VLE within creative arts: lack of flexibility in relation to navigation and interface, time in developing resources, competency level of tutors (confidence in developing online resources balanced against other flexible open resources) and factors affecting the engagement of 'digital residents'. The experimental approach adopted in this study involved a partnership between the learning technology advisor and academic staff, which resulted in a VLE best-practice model that focused directly on improving aesthetics and navigation. The approach adopted in this study allowed a purposive sample of academic staff to engage as participants, stepping back cognitively from their routine practices in relation to their use of the VLE and questioning approaches to how they embed the VLE to support teaching and learning. The model presented in this paper identified a potential solution to overcome the challenges of integrating the VLE within creative arts. The findings of this study demonstrate positive impact on staff and student experience and provide a sustainable model of good practice for the redesign of the VLE within creative disciplines.Keywords: virtual learning environment; digital literacy; aesthetics; staff development; participatory approach Introduction This paper presents a best-practice model for redesigning the virtual learning environment (VLE) within creative arts to augment blended learning. This work was presented at the Association for Learning Technology Conference 2015 (ALT-C) and was positively received. The audience at ALT-C 2015 resonated with the perceived barriers in the use of VLE that were derived within this study: difficulty in navigation, concerns regarding integration with the physical teaching and, finally, the visual appearance.*Corresponding author. Email: v.kannara@hud.ac.uk Responsible Editor: Peter Reed, University of Liverpool Online, United Kingdom. Vol. 24, 2016 Research in Learning Technology 2016. # 2016 J. Power and V. Kannara. Research in Learning Technology is the journal of the Association for Learning Technology (ALT), a UK-based professional and scholarly society and membership organisation. ALT is registered charity number 1063519. http://www.alt.ac.uk/. This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), allowing third parties to copy and r...

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Section: Content Analysismentioning

confidence: 91%

Best-practice model for technology enhanced learning in the creative arts

Power

Kannara

2016

Research in Learning Technology

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“…A major factor believed to be associated with the continuance or otherwise of local e-learning initiatives is the time commitment required of teachers (Alexander, 2001;de Vries et al, 2005;Gunn, 2010;Jenkins et al, 2011;Nichols, 2008). The difficulty of balancing the requirement to maintain research outputs while focussing on teaching innovation can be a problem (Browne, Jenkins, & Walker, 2006;Gunn, 2010).…”

Section: Accepted M Manuscriptmentioning

confidence: 99%

“…Successive large surveys conducted at the institutional level cite student-driven goals for institutional investment in e-learning: improving the quality of learning and teaching, improving access to off-campus and part-time students and meeting student expectations (Becker & Jokivirta, 2007;Jenkins et al, 2011). Yet, as a guide to assuring continuation of the local initiative (without requiring the initiative to be adopted more widely) these issues may be necessary, but not sufficient, conditions for success.…”

Section: Accepted M Manuscriptmentioning

confidence: 99%

Critical success factors for the continuation of e-learning initiatives

McGill

Klobas

Renzi

2014

The Internet and Higher Education

118

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This paper systematically examines conditions associated with continuation of e-learning initiatives in universities. Conditions associated with institutional, developer, instructor, student and technology issues were identified from a review of the literature. Authors of 64 empirical papers describing e-learning initiatives (20 of which had not continued) published in the peer-reviewed literature rated and explained the role of each condition in continuation of their initiative to the time of the study, which was at least three years after all the papers were published. Initiatives reported on at three different times in the development of elearning between 2000 and 2008 were represented among continued and non-continued initiatives. Conditions associated with learning and student response were well met in both cases. On the other hand, neither continued nor non-continued initiatives were seen to offer much financial advantage to the university. The conditions that distinguished between continued and non-continued initiatives were dominated by characteristics of the technology and institutional support for the initiative, especially financial support. Technology needed to be up to date, but also sufficiently mature or stable, to support continuation. Continued initiatives were also more likely to have involved other people in development and diffusion following the initial implementation.

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“…It was an era still characterised, because of history, cost and expertise, of ICT being an institutional, mostly centralised, phenomenon, not a dispersed personal or social one. This was true of the networked desktop computers and of the software that ran on them, mostly virtual learning environments of varying capacity and sophistication (Benfield, Roberts, and (Davidson, Goldberg, and Jones 2010: 3) and certainly non-PC/post-PC technologies were a challenge to how universities procured, delivered and supported IT services at a time of shrinking resources (Jenkins et al 2011).…”

Section: Introductionmentioning

confidence: 99%

Inclusion in an age of mobility

Traxler

2016

Research in Learning Technology

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Learning with mobiles in UK universities is not new and is not novel. It is, in fact, at least 10 years old, well-documented and comparable to activity in universities elsewhere in Western Europe, America and Asia Pacific. Continued and dramatic changes in the ownership, access and expectations of mobiles amongst university students and equally across UK society have suddenly propelled learning with mobiles to centre-stage as a feasible proposition but, it is now argued, only if students can bring-your-own-device. This has already catalysed discussion about authority, agency and control within university settings but the equally significant and profound implications for the inclusion agenda have not been articulated. This paper begins that process. A theoretical framework for social inclusion in this context is considered, identified and discussed. The paper reviews the progress and problems of the substantial and unique programme of mobile learning across UK higher education since 2000 in relation to its stance on inclusion, where this is apparent. These are all well-documented in academic and official sources; the paper does however also draw on the author's involvement in many of the events and initiatives. The paper raises however significant questions about this programme's meaning and direction in a world where now there is more, better, cheaper, faster, newer but different digital technology in the hands of students, potential students and everyone else than there is routinely in the educational institutions themselves. This digital technology, mobile technology, now allows learners to create, own, transform, discuss, discard, share, store and broadcast ideas, opinions, images and information, and to create and transform identities and communities. The paper argues that this epistemological revolution may mean that universities and colleges are no longer credible and authoritative gatekeepers to knowledge and its technologies and so the meaning and relevance of inclusion are much less clear. The paper proposes a new stance on inclusion.

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The development of technology enhanced learning: findings from a 2008 survey of UK higher education institutions

Cited by 54 publications

References 7 publications

Best-practice model for technology enhanced learning in the creative arts

Best-practice model for technology enhanced learning in the creative arts

Critical success factors for the continuation of e-learning initiatives

Inclusion in an age of mobility

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