Technology-enhanced learning and higher education

Flavin, Michael

doi:10.1093/oxrep/grw028

Cited by 60 publications

(36 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This is consistent with previous research reporting that time, academic deadlines and personal priorities contribute to how students perceive TEL resources to be beneficial (Henderson, Selwyn, and Aston 2015;Woodhall, Hiller, and Resnick 2014). Findings suggest that accessibility of information to prepare for examination and assessment in a timely and efficient manner may be more important to students than the use of digital technologies to promote autonomy of learning (Entwistle and Ramsden 1983;Henderson, Selwyn, and Aston 2015;Virtanen and Lindblom-Ylanne 2010). It is important to recognise that examinations are an important aspect of HE study and may drive students' use of the resources rather than the satisfaction with the resources themselves (Henderson, Selwyn, and Aston 2015).…”

Section: Discussionmentioning

confidence: 99%

Technology-enhanced learning in physiotherapy education: Student satisfaction and knowledge acquisition of entry-level students in the United Kingdom

Alexander

Barcellona

McLachlan

et al. 2019

Research in Learning Technology

View full text Add to dashboard Cite

Technology-enhanced learning (TEL) can engage students with learning and offer benefits in knowledge acquisition due to the flexibility of learning it provides. There is difficulty ascertaining best practice for the implementation of TEL in physiotherapy education. This study aims to address this through a case study with pre-registration students using a virtual learning environment (VLE) to supplement their learning. Seventy-nine students were enrolled onto a Movement & Exercise module and had access to the VLE resources. Data were captured by online survey, student focus groups, learning analytics data and comparison of examination results with a previous cohort who did not have access to all the resources. Survey data demonstrated that most students were satisfied with the resources and that they facilitated knowledge acquisition. Thematic analysis from the focus groups resulted in five higher order themes: (1) Content quality, (2) Interaction and accessibility, (3) Learning goal alignment, (4) Satisfaction with resources and (5) Suggestions for the future. Learning analytics data revealed students accessed the resources predominantly before examination periods. There were statistically significant improvements in mean examination marks compared to the previous cohort. In conclusion, satisfaction with the TEL resources was high, and there may be some positive effect on knowledge acquisition.

show abstract

Section: Discussionmentioning

confidence: 99%

Technology-enhanced learning in physiotherapy education: Student satisfaction and knowledge acquisition of entry-level students in the United Kingdom

Alexander

Barcellona

McLachlan

et al. 2019

Research in Learning Technology

View full text Add to dashboard Cite

show abstract

“…increased accessibility of course material, asynchronous access, access materials multiple times, selfpaced), that success rates among MOOC participants is in general low, assessment and links to certification are problematic, and it is difficult to ensure learning support, requiring learners to be highly autonomous. Flavin (2016) suggests that MOOCs are most suitable for those with a grounding in the subject with up to 85% of participants already having a degree -while specifically targeted MOOCs compromises the openness aspect of MOOCs. Democratising access to resources is not the same as access to education (Flavin, 2016).…”

Section: Vle/moocmentioning

confidence: 99%

Technology-enhanced learning in coaching: a review of literature

Cushion

Townsend

2018

Educational Review

View full text Add to dashboard Cite

The purpose of this review was to address the central theme of technology-enhanced learning (TEL) in coaching. Technology-enhanced learning' (TEL), has become a widely-accepted term for describing the interface between digital technology and teaching. The aim was to consider the evidence of TEL in coach education, and where appropriate the wider educational field. The review sought to contribute to an evidence-base of suggestions that can be promoted and developed inside and outside of coach development structures and interventions for TEL. In addition, the review to outline future areas for research, and to stimulate debate about the implementation and effectiveness of technology-enhanced coach learning. The review utilised a critical methodology, using principles of systematic review to gather evidence pertaining to TEL in coaching. From this number and considering the inclusion criteria sixty-four articles were included and reviewed in detail. The review revealed how despite the use of technology in coaching, teaching and learning the evidence of their efficacy is weak, and the use of TEL in coaching requires further longitudinal research that considers learner, pedagogy and pedagogic design in context, in order to understand its potential impact on optimising coach development pedagogies, and therefore, contributing to a discourse of effective coach learning.

show abstract

“…While universities around the world have been enthusiastically advancing their agendas for technologyenhanced learning (Flavin, 2016;Nami & Vaezi, 2018), via experimenting with new forms of instruction (e.g., the flipped classroom and blended learning) and digitalising learning and teaching resources for flexible degree programs (e.g., massive online open courses [MOOC]), little attention has been given to students' psychological responses to these digitalisation agendas. Indeed, technology-enhanced learning such as MOOCs, blended learning, and the flipped classroom have potential to afford students personalised learning experience, widen their access to quality learning resources, and innovate their ways of knowledge building and acquiring (Brooker, Corrin, De Barba, Lodge, & Kennedy, 2018;Tuapawa, 2017).…”

Section: Introductionmentioning

confidence: 99%

Measuring university students’ technostress in technology-enhanced learning: Scale development and validation

Wang

Tan

2020

AJET

View full text Add to dashboard Cite

With technology-enhanced learning playing an increasingly important role in higher education, university students are enjoying unprecedented benefits while likely experiencing technostress due to increased requirements and different academic expectations of technology-enhanced learning. This study aimed to develop a psychometric scale to measure university students’ levels of technostress in technology-enhanced learning. An initial technostress scale was developed drawing on the person-environment fit theory and prior research on technostress. In total 620 students were recruited from two public universities in China. Three rounds of study were performed to validate the initial technostress scale using factor analysis, the Rasch model, and multilevel linear regression. The finalised technostress scale with 8 items demonstrated robust psychometric properties, including high internal consistency, validity, uni-dimensionality, and measurement invariance across students of different demographics. The development of the technostress scale is an important step in identifying maladapted students and preserving their wellbeing so as to increase their constructive and active participation in technology-enhanced learning.

show abstract

Technology-enhanced learning and higher education

Cited by 60 publications

References 29 publications

Technology-enhanced learning in physiotherapy education: Student satisfaction and knowledge acquisition of entry-level students in the United Kingdom

Technology-enhanced learning in physiotherapy education: Student satisfaction and knowledge acquisition of entry-level students in the United Kingdom

Technology-enhanced learning in coaching: a review of literature

Measuring university students’ technostress in technology-enhanced learning: Scale development and validation

Contact Info

Product

Resources

About