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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.
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
html.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.


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