Examining some assumptions and limitations of research on the effects of emerging technologies for teaching and learning in higher education

2.50
Hdl Handle:
http://hdl.handle.net/10547/622660
Title:
Examining some assumptions and limitations of research on the effects of emerging technologies for teaching and learning in higher education
Authors:
Kirkwood, Adrian; Price, Linda ( 0000-0001-5291-0469 )
Abstract:
This article examines assumptions and beliefs underpinning research into educational technology. It critically reviews some approaches used to investigate the impact of technologies for teaching and learning. It focuses on comparative studies, performance comparisons and attitudinal studies to illustrate how under-examined assumptions lead to questionable findings. The extent to which it is possible to substantiate some of the claims made about the impact of technologies on the basis of these approaches and methods is questioned. We contend researchers should ensure that they acknowledge underlying assumptions and the limitations imposed by the approach adopted in order to appropriately interpret findings.
Citation:
Kirkwood A, Price L (2013) 'Examining some assumptions and limitations of research on the effects of emerging technologies for teaching and learning in higher education', British Journal of Educational Technology, 44 (4), pp.536-543.
Publisher:
Blackwell Publishing
Journal:
British Journal of Educational Technology
Issue Date:
4-Jun-2013
URI:
http://hdl.handle.net/10547/622660
DOI:
0.1111/bjet.12049
Additional Links:
https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12049
Type:
Article
Language:
en
ISSN:
0007-1013
Appears in Collections:
Education

Full metadata record

DC FieldValue Language
dc.contributor.authorKirkwood, Adrianen
dc.contributor.authorPrice, Lindaen
dc.date.accessioned2018-04-19T12:42:13Z-
dc.date.available2018-04-19T12:42:13Z-
dc.date.issued2013-06-04-
dc.identifier.citationKirkwood A, Price L (2013) 'Examining some assumptions and limitations of research on the effects of emerging technologies for teaching and learning in higher education', British Journal of Educational Technology, 44 (4), pp.536-543.en
dc.identifier.issn0007-1013-
dc.identifier.doi0.1111/bjet.12049-
dc.identifier.urihttp://hdl.handle.net/10547/622660-
dc.description.abstractThis article examines assumptions and beliefs underpinning research into educational technology. It critically reviews some approaches used to investigate the impact of technologies for teaching and learning. It focuses on comparative studies, performance comparisons and attitudinal studies to illustrate how under-examined assumptions lead to questionable findings. The extent to which it is possible to substantiate some of the claims made about the impact of technologies on the basis of these approaches and methods is questioned. We contend researchers should ensure that they acknowledge underlying assumptions and the limitations imposed by the approach adopted in order to appropriately interpret findings.en
dc.language.isoenen
dc.publisherBlackwell Publishingen
dc.relation.urlhttps://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12049en
dc.rightsYellow - can archive pre-print (ie pre-refereeing)-
dc.subjectlearning technologyen
dc.subjecthigher educationen
dc.subjectteaching and learningen
dc.subjectX342 Academic studies in Higher Educationen
dc.titleExamining some assumptions and limitations of research on the effects of emerging technologies for teaching and learning in higher educationen
dc.typeArticleen
dc.identifier.journalBritish Journal of Educational Technologyen
dc.date.updated2018-04-17T13:56:42Z-
dc.description.noteSpecial Issue: Emerging Technologies and Transformation Effect on Pedagogy-
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