Technology Enhanced Learning Environments: Reflecting on the 21st Century Learning (original) (raw)
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Technology-Enhanced Learning (TEL) in Higher Education
Knowledge-Intensive Economies and Opportunities for Social, Organizational, and Technological Growth, 2019
As technologies become more exciting, interactive, and reachable, various technological solutions are used in higher education. On the one hand, there is the conviction that technologies are indispensable, both for improving learning and for making learning process more effective, both in terms of learning outcomes and in terms of costs. Additionally, technology and technological solutions can provide sustainability of knowledge because students develop the competences that they will need in their future professional work. This chapter summarises the systematic literature review (SLR) carried out by the authors in analysing research that has been done on the impact of technology-enhanced learning on learning outcomes in order to understand what emerging research has been done, as the authors published a similar study one year ago. The SLR was conducted for the period of 2010 to 2018 by selecting peer-reviewed articles on specified terms. The selected articles were then analysed foll...
Furthering Research and Development in Technology-Enabled Learning
Journal of Learning for Development
Considerable attention has been paid, in the recent past, to technology-enabled learning (TEL) and how digital technologies have been facilitating teachers, learners and trainers in transforming the ways they approach teaching-learning and development (Kirkwood & Price, 2016; Sankey & Mishra, 2019). Institutions across the globe use TEL to 'enhance' the quality of learning and teaching with the use of technology (Browne et al, 2010) and invest considerably in technologies that could have an impact as such. But, the very 'enhancement' vis-à-vis 'impact' issue was subsequently contested to visualise an 'enabling' stance in the use of technology. Professional development initiatives based on the enhancement proposition had to struggle as to how to enhance quality in teaching-learning. Concurrent articulation on the scholarship of teaching and learning (
2011
English Technology Enhanced Learning is a feature of 21st century education. Innovations in ICT have provided unbound access to information in support of the learning process (APTEL, 2010; Allert et al, 2002; Baldry et al, 2006; Frustenberg et al, 2001; Sarkis, 2010). LMS has been extensively put to use in universities and educational institutions to facilitate the management of learning at more than one frontier (Weber et al, 2001; Kraemer et al, 2001). The second wave of computer mediated communication (CMC) made continuous communication possible and unrestricted to space or time (Simon et al, 2002; Nejdl et al, 2002). With this surge, brought about by advances in technology, concerns relating to pouring resources into unpredictable venture (Baldry et al, 2000; Sykes et al, 2008), necessitated a review of the educational experience and outcome (Jonassen et al, 2003; Richards, 2004; Kress, 2003, Barab et al, 2004) to assess the direct impact of technology enhanced learning on learn...
Technology-Enhanced Learning Environments in Education
Technology-Enhanced Learning Environments in Education, 2023
Technology-Enhanced Learning Environments in Education Editors Dr. Omid Noroozi, Dr. Ismail Sahin Welcome to the world of technology-enhanced learning, where the boundaries of education are continually expanding, reshaped by the dynamic interplay of pedagogy, learning theories, and cutting-edge technology. In an era characterized by rapid advancements in digital tools, rapid developments of AI, and the ever-evolving needs of learners, this book aims to explore the transformative potential of technology in education. The field of technology-enhanced learning is a captivating intersection where educators, instructional designers, technologists, and learners themselves come together to delves into the myriad ways in which technology is reshaping traditional educational paradigms, democratizing access to knowledge, and enhancing the learning experiences of learners. It has now become clear that technology is not merely a supplemental tool but an integral part of the learning ecosystem. It is important to remember that technology is a tool, a means to an end. The true power of technology-enhanced learning lies not in the devices themselves but in how we leverage them to inspire, engage, and empower learners. This book is a comprehensive exploration of the multifaceted world of technology-enhanced learning. From the rise of online learning platforms and the integration of artificial intelligence in education to the gamification of learning and the possibilities of virtual reality, each chapter offers a window into the transformative potential of technology. In this book, you will find insights, best practices, and case studies that will equip you to navigate the ever-changing landscape of education in the digital age. Citation Noroozi, O. & Sahin, I. (Eds.). (2023). Technology-Enhanced Learning Environments in Education. ISTES Organization.
Perspectives and prospects of Technology enabled Learning
This paper deals with the discussion on the perspectives and prospects of Technology enabled Learning. The achievements of Technology-enabled learning are going to bring revolutionary changes in the field of education and it is not far from now. Every creative thinker is trying to explore and establish newer techniques of learning and teaching strategy using digital technology in the digital world. The multimedia and e-content in the 21 st century will change the way in which teachers teach and learners learn. Interactive whiteboards, Classroom desktop computers, Pods of laptops for one to one programs, PDA's, iPods and cell phones,
As technologies become more exciting, interactive, and reachable, various technological solutions are used in higher education. On the one hand, there is the conviction that technologies are indispensable, both for improving learning and for making learning process more effective, both in terms of learning outcomes and in terms of costs. Additionally, technology and technological solutions can provide sustainability of knowledge because students develop the competences that they will need in their future professional work. This chapter summarises the systematic literature review (SLR) carried out by the authors in analysing research that has been done on the impact of technology-enhanced learning on learning outcomes in order to understand what emerging research has been done, as the authors published a similar study one year ago. The SLR was conducted for the period of 2010 to 2018 by selecting peerreviewed articles on specified terms. The selected articles were then analysed following sub-purposes. The descriptive analysis method was adopted for the data analysis.
TECHNOLOGY ENHANCED LEARNING. TEACHING AND LEARNING IN THE DIGITAL AGE
Abstract: This paper is about the challenges that technology, new media and the Internet have made on education forcing it to become more flexible. ICT development has offered the possibility to embed technology in the learning environments as it is widely known that students use it to communicate on daily basis. The modern educational methods incorporate new technology and new media in a more personalized, interactive and flexible delivery for a more efficient learning achievement. In the study titled Teaching as a Design Science. Building Pedagogical Patterns for Learning and Technology, Diana Laurillard analyses the impact of the technology development on education which according to her was rather a ”shock” (Laurillard 2012, 2) that forced the educational system to adapt and embed it for better learning outcomes applying to all forms of knowledge: analytical, experiential, experimental. According to Collins and Halverson in the volume Rethinking Education in the Age of Technology. The Digital Revolution and Schooling in America, ICT development started the ”Knowledge Revolution” in view of the fact that ”technology is moving education out of schools and into homes and workplaces” (Colllins, Halverson 2009,6) . Keywords: Flexible Learning, Personalized and Collaborative Learning, Participatory Learning, E-learning, Web of Learning
Journal of University Teaching and Learning Practice, 2021
Teacher and student perceptions of using technology enhanced learning (TEL) in higher education have received growing attention, particularly during COVID-19, however existing studies are mainly disciplinespecific. This study adopts a holistic cross-disciplinary approach. It compares teacher and student perceptions on defining TEL, promotors and barriers for its use, and solutions offered for better use of TEL in the future. Both qualitative and quantitative data were collected from an Australian university. A total of 75 teachers and 48 students completed an online survey, and of these participants, 24 teachers and 29 students participated in follow-up focus group interviews that included Kahoot! surveys. Quantitative results show that teacher and student perceptions on TEL were generally aligned except that self-reported technology savviness and confidence was rated higher than how students and staff rated each other. Qualitative analyses reveal that both teachers and students ide...
An Overview on Effectiveness of Technology Enhanced Learning (TEL)
International Journal of Knowledge Society Research, 2017
It is necessary to introduce changes in teacher education in order to include the acquisition of competences necessary for the technology-enhanced learning process both organizing the learning process and developing new and innovative didactic means that promote learning as well as using digital technologies that nowadays has become an integral part of any teacher's and university lecturer's competence in the learning process to perform qualitatively their work. Despite the fact that teaching/learning methods used in the education system in the world have been explored, different studies on advantages and shortcomings of these methods have been performed there still are no serious reviews on the effectiveness of applying technology-enhanced learning methods in the contexts and environments of different school subjects. In order to close this gap serious research has been carried out using the latest scientific literature found in Web of Science data basis to work out a scien...