The Use of Technology-Enhanced Learning (Tel) to Facilitate Authentic Learning: Experiences of South African Social Work Educators

Pillay, Roshini; Bozalek, Vivienne; Wood, Denise

doi:10.15270/51-4-464

Cited by 6 publications

(2 citation statements)

References 36 publications

(29 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Workplace and professional 'subjective norms' (Cheng 2011;Van Raaij and Schepers 2008) in individual's professional contexts are further important influences on the uptake of technology for learning purposes and its subsequent outcomes (Walker, Voce and Jenkins 2016;Pillay, Bozalek, and Wood 2015;Pimmer 2016). For example, attitudes towards the group of people who make up an online community is likely to influence participation; online communities are more likely to flourish where respected professionals are participants, and where there is evidence to potential learners of a sense of community within the group or profession updated (Hendrix 2008;Leonard 2013;Milligan and Littlejohn 2016).…”

Section: Influences On Use Of Technology-enabled Social Learningmentioning

confidence: 99%

An evaluation of social learning and learner outcomes in a massive open online course (MOOC): a healthcare sector case study

Anderson

Gifford

Wildman

2020

Human Resource Development International

View full text Add to dashboard Cite

show abstract

Section: Influences On Use Of Technology-enabled Social Learningmentioning

confidence: 99%

An evaluation of social learning and learner outcomes in a massive open online course (MOOC): a healthcare sector case study

Anderson

Gifford

Wildman

2020

Human Resource Development International

View full text Add to dashboard Cite

show abstract

“…Research on the flipped classroom technique in language learning has so far showed positive benefits. What it appears to provide, which other teaching approaches so far have not shown, is that it directly meets the imperative need for technology-enhanced learning (TEL) (Pillay et al, 2015). Wang and Liu (2018) recently designed a task-based flipped classroom model to explore its application in a Chinese EFL environment.…”

Section: Why Introducing Callmentioning

confidence: 99%

Technology in the Language Classroom: How Social Media is Changing the Way EFL is Taught

Journal¹,

Alshenqeeti²

2018

Preprint

View full text Add to dashboard Cite

This paper explores how technology, and specifically the application of social media, in the English as a foreign language (EFL) classroom is changing how language is taught. The paper begins with a depiction of computer-assisted language learning (CALL) and how technology has generally been employed in EFL classrooms in the past few decades. This critical appraisal, which provides the context for the paper, assesses how successfully technology has been viewed in relation to language teaching and learning and how it has developed up to the present day. The focus then moves to social media apps and mobile technology as a contemporary form of CALL. The discussion considers the ways in which social media is used in language classrooms and more importantly the things it can offer the EFL teacher and learner. Importantly, the paper concludes by proposing ways in which these types of technologies can be better incorporated across cultures and contexts to promote EFL teaching and learning.

show abstract

Technology-Enhanced Learning

Rudinger¹

2019

Encyclopedia of the UN Sustainable Development Goals

View full text Add to dashboard Cite

The success of the e-learning paradigm observed in recent times created a growing demand for elearning systems in universities and other educational institutions, that itself led to the development of a number of either commercial or open source learning management systems (LMS). While the usage of these systems gains recognition and acceptance amongst institutions, there are new problems arising that need to be solved. Because of multiplicity of platforms and approaches used for various systems implementation, it becomes increasingly difficult to manage or compare them. Their variety and growing number is also a true barrier for re-use of existing learning materials that is a clear economical concern for the future of these technologies. Applications and their data become isolated. As the result of platform diversity, future vision of interconnecting LMS of different educational institutions is demanding, too. The present study ambitions to overcome the aforementioned difficulties by using the Model Driven Architecture (MDA) approach of the Object Management Group (OMG). The goal is to provide a generalized architectural framework enabling an integrated specification of platform architectures. This platform-independent framework can then be used to specify and classify existing or future Learning management systems and to simplify migration of data between different kinds of e-learning systems.

show abstract

The Use of Technology-Enhanced Learning (Tel) to Facilitate Authentic Learning: Experiences of South African Social Work Educators

Cited by 6 publications

References 36 publications

An evaluation of social learning and learner outcomes in a massive open online course (MOOC): a healthcare sector case study

An evaluation of social learning and learner outcomes in a massive open online course (MOOC): a healthcare sector case study

Technology in the Language Classroom: How Social Media is Changing the Way EFL is Taught

Technology-Enhanced Learning

Contact Info

Product

Resources

About