Thomas J. DUNN, Mark KENNEDY

146

Improving the Use of Technology Enhanced Learning Environments in Higher Education in the UK: A Qualitative Visualization of Students’ Views

Improving the Use of Technology Enhanced Learning Environments in Higher Education in the UK: A Qualitative Visualization of Students’ Views

In recent years, the use of Technology Enhanced Learning (TEL) has risen exponentially throughout higher education in the UK. Whilst TEL is an umbrella term for a range of technologies, evidence suggests that in the UK, TEL is usually delivered via the medium of Virtual Learning Environments (VLEs) for the provision of lecture materials and additional content. An emerging literature has established both the pedagogical potential and students’ perceived usefulness of TEL. However, researchers have yet to establish how the use of TEL via VLEs can be improved – a core requirement of establishing best practice. The current study sought to address this in a sample of 487 predominately undergraduate students. Content analysis revealed that views were overwhelmingly positive, but that students had clear views on what they wanted to see improved. Students expressed cleardesires for the more consistent and more frequent use of TEL within lectures. Further, they felt that the potential of TEL to encourage and facilitate interactions, both within their University and with external stakeholders, has thus far gone unexploited.Implications for teaching practice and future research are discussed.
PDF

___

  • Walker, R., Voce, J., & Jenkins, M. (2016). Charting the development of technology-enhanced learning developments across the UK higher education sector: A longitudinal perspective (2001–2012). Interactive Learning Environments, 24(3), 438-455.
  • UCISA., 2016. Survey of Technology Enhanced Learning for higher education in the UK. Retrieved from https://www.ucisa.ac.uk/-/media/Files/publications/surveys/TEL%20Survey%202016_Nov16
  • Thompson, P. (2013). The digital natives as learners: Technology use patterns and approaches to learning. Computers & Education, 65, 12-33. doi:http://dx.doi.org/10.1016/j.compedu.2012.12.022
  • Selwyn, N. (2016). Minding our language: why education and technology is full of bullshit…and what might be done about it. Learning, Media & Technology, 41(3), 437-443. doi:http://dx.doi.org/10.1080/17439884.2015.1012523
  • Selwyn, N. (2009). Faceworking: Exploring students' education‐related use of Facebook. Learning, media and technology, 34(2), 157-174. doi:http://dx.doi.org/10.1080/17439880902923622
  • Selwyn, N. (2010). Looking beyond learning: Notes towards the critical study of educational technology. Journal of Computer Assisted Learning, 26(1), 65-73.
  • Rosengren, K. E. (1981). Advances in Scandinavia content analysis: An introduction. In K. E. Rosengren (Ed.), Advances in content analysis (pp. 9-19). Beverly Hills, CA: Sage.
  • Prensky, M. (2001). Digital natives, digital immigrants. On the horizon, 9(5), 1-6.
  • Pechenkina, E., & Aeschliman, C. (2017). What Do Students Want? Making Sense of Student Preferences in Technology-Enhanced Learning. Contemporary Educational Technology, 8(1), 26-39.
  • Olofsson, A. D., & Lindberg, J. O. (2014). Introduction. Technology, Pedagogy and Education, 23 (3), 285-291.
  • Nacke, L. E., & Deterding, S. (2017). The maturing of gamification research. Computers in Human Behavior, 71, 450-454.
  • Macaskill, A., & Denovan, A. (2013). Developing autonomous learning in first year university students using perspectives from positive psychology. Studies in Higher Education, 38(1), 124-142.
  • Kukulska-Hulme, A. (2012). How should the higher education workforce adapt to advancements in technology for teaching and learning? The Internet and Higher Education, 15(4), 247-254.
  • Lairio, M., Puukari, S., & Kouvo, A. (2013). Studying at university as part of student life and identity construction. Scandinavian Journal of Educational Research, 57(2), 115-131.
  • Kondracki, N. L., & Wellman, N. S. (2002). Content analysis: Review of methods and their applications in nutrition education. Journal of Nutrition Education and Behavior, 34, 224-230.
  • Kennedy, G., Dalgarno, B., Bennett, S., Judd, T., Gray, K., & Chang, R. (2008). Immigrants and natives: Investigating differences between staff and students’ use of technology. Hello! Where are you in the landscape of educational technology? roceedings ASCILITE Melbourne 2008 (pp. 484-492). Melbourne: ASCLITE.
  • Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative health research, 15(9), 1277-1288.
  • Higher Education Funding Council for England. (2009). Enhancing learning and teaching through the use of technology: a revised approach to HEFCE’s strategy for e-learning. Retrieved from http://www.hefce.ac.uk/pubs/hefce/2009/09_12/09_12.pdf
  • Higher Education Funding Council for England. (2005).HEFCE strategy for e-learning. Retrieved from http://www.hefce.ac.uk/pubs/hefce/2005/05_12/
  • Higher Education Academy. (2009). Transforming higher education through technologyenhanced learning. Retrieved from http://www.heacademy.ac.uk/resources/detail/learningandtech/transforming_he_through_technology_enhanced_learning
  • Higher Education Academy. (2008). e-Learning benchmarking and pathfinder programme 2005–2008: an overview. Retrieved from http://www.heacademy.ac.uk/resources/detail/learningandtech/bandpglossyfinal_update19mar09
  • Henderson, M., Selwyn, N., & Aston, R. (2015). What works and why? Student perceptions of ‘useful’ digital technology in university teaching and learning. Studies in Higher Education, 1-13.
  • Fellows (2014). Wordcloud Package. Retrieved from CRAN: https://cran.rproject.org/web/packages/wordcloud/index.html
  • Englund, C., Olofsson, A. D., & Price, L. (2017). Teaching with technology in higher education: understanding conceptual change and development in practice. Higher Education Research & Development, 36(1), 73-87.
  • Dell, A. G., Newton, D. A., & Petroff, J. G. (2016). Assistive technology in the classroom: Enhancing the school experiences of students with disabilities. Pearson.
  • Conole, G. (2014). The use of technology in distance education. Online distance education: Towards a research agenda, 217-236.
  • Browne, T., Hewitt, R., Jenkins, M., & Walker, R. (2008). 2008 Survey of Technology Enhanced Learning for higher education in the UK. ALT-C 2008: Rethinking the digital divide.
  • Bauerlein, M. (2008). The dumbest generation: How the digital age stupefies young Americans and jeopardizes our future (or, don't trust anyone under 30). London: Penguin.
Contemporary Educational Technology-Cover
  • Başlangıç: 2010
  • Yayıncı: Prof. Dr. Ali Şimşek
Arşiv
Sayıdaki Diğer Makaleler

Project-X: An Initiative to Increase Student Engagement through Laptops

Tanju DEVECİ, David DALTON, Asli HASSAN, Saed Taleb AMER, Samuel CUBERO

The Utility of Storytelling Strategies in the Biology Classroom

Jill E. STEFANIAK, Elizabeth CSIKAR

Investigation of Pre-service Teachers' Levels of Readiness to Technology Integration in Education

Cem ÇUHADAR

Improving the Use of Technology Enhanced Learning Environments in Higher Education in the UK: A Qualitative Visualization of Students’ Views

Thomas J. DUNN, Mark KENNEDY

Predictors of Cyberloafing among Preservice Information Technology Teachers

Özcan Özgür DURSUN, onur DÖNMEZ, Yavuz AKBULUT

Traditional and Digital Game Preferences of Children: A CHAID Analysis on Middle School Students

Zeynep TATLI