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

2.50
Hdl Handle:
http://hdl.handle.net/10547/622640
Title:
Technology-enhanced learning and teaching in higher education: what is 'enhanced' and how do we know? A critical literature review
Authors:
Kirkwood, Adrian; Price, Linda ( 0000-0001-5291-0469 )
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.
Affiliation:
Open University
Citation:
Kirkwood A, Price L (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.
Publisher:
Routledge
Journal:
Learning Media and Technology
Issue Date:
20-Feb-2013
URI:
http://hdl.handle.net/10547/622640
DOI:
10.1080/17439884.2013.770404
Additional Links:
https://www.tandfonline.com/doi/abs/10.1080/17439884.2013.770404
Type:
Article
Language:
en
ISSN:
1743-9884
Appears in Collections:
Education

Full metadata record

DC FieldValue Language
dc.contributor.authorKirkwood, Adrianen
dc.contributor.authorPrice, Lindaen
dc.date.accessioned2018-04-18T11:06:49Z-
dc.date.available2018-04-18T11:06:49Z-
dc.date.issued2013-02-20-
dc.identifier.citationKirkwood A, Price L (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.en
dc.identifier.issn1743-9884-
dc.identifier.doi10.1080/17439884.2013.770404-
dc.identifier.urihttp://hdl.handle.net/10547/622640-
dc.description.abstractThe 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.en
dc.language.isoenen
dc.publisherRoutledgeen
dc.relation.urlhttps://www.tandfonline.com/doi/abs/10.1080/17439884.2013.770404en
dc.subjectlearning technologyen
dc.subjectteaching and learningen
dc.subjecthigher educationen
dc.titleTechnology-enhanced learning and teaching in higher education: what is 'enhanced' and how do we know? A critical literature reviewen
dc.typeArticleen
dc.contributor.departmentOpen Universityen
dc.identifier.journalLearning Media and Technologyen
dc.date.updated2018-04-17T13:55:37Z-
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