Charting the Development of Technology-Enhanced Learning Developments across the UK Higher Education Sector: A Longitudinal Perspective (2001-2012)

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Autor/inn/en	Walker, Richard; Voce, Julie; Jenkins, Martin
Titel	Charting the Development of Technology-Enhanced Learning Developments across the UK Higher Education Sector: A Longitudinal Perspective (2001-2012)
Quelle	In: Interactive Learning Environments, 24 (2016) 3, S.438-455 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2013.867888
Schlagwörter	Longitudinal Studies; Teaching Methods; Higher Education; Educational Technology; Educational Finance; Management Systems; Learning Processes; Learning Experience; Cooperative Learning; Informal Education; Delivery Systems; Distance Education; Active Learning; Student Centered Learning; Foreign Countries; Online Courses; Mass Instruction; Open Universities; Surveys; Strategic Planning; Barriers; Technology Integration; United Kingdom + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtsmedien; Bildungsfonds; Learning process; Lernprozess; Lernerfahrung; Kooperatives Lernen; Informelle Bildung; Nichtformale Bildung; Auslieferung; Distance study; Distance learning; Fernunterricht; Aktives Lernen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Ausland; Online course; Online-Kurs; Offene Universität; Survey; Umfrage; Befragung; Strategy; Planning; Strategie; Planung; Großbritannien
Abstract	This article reviews key findings from six surveys of technology-enhanced learning (TEL) across the UK higher education (HE) sector, conducted by Universities and Colleges Information Systems Association in association with Jisc. Updating the findings presented by Jenkins, Browne, Walker, and Hewitt [2010. The development of technology enhanced learning: Findings from a 2008 survey of UK higher education institutions, "Interactive Learning Environments." First published on: 22 January 2010 (iFirst)], the article reports on the emerging and planned patterns of TEL across the UK HE sector over the last decade. Our analysis shows that against the backdrop of Higher Education Funding Council for England capital funding, institutions have made considerable investments in technology and infrastructure to support learning and teaching--specifically in the domain of learning management and assessment systems. While the drivers for TEL development have consistently focused on enhancing teaching and learning over the years, the subject of this investment has been directed to the implementation of enterprise-wide systems to manage and control learning processes, delivering efficiencies of scale and standardised learning experiences through centrally managed solutions, rather than support for student-controlled tools. In contrast, the diffusion of technologies supporting collaborative learning and knowledge sharing has been more a feature of local TEL provision, as evidenced through the informal learning practice of students and departmental projects. The evolution of course delivery models and pedagogic developments supported through the use of technology have been noticeably much slower to realise; growth in "web-dependent" rather than "supplementary" course design models has been quite limited across the sector and we have observed negligible growth in distance learning provision over this period. The evidence suggests that challenges remain in developing course delivery models which focus on active student learning, maximising the opportunities that web and mobile technologies now offer for interactive student-centred learning design. We speculate that the recent upsurge of interest in Massive Open Online Courses may act as a catalyst in this respect, in driving campus-based courses to embrace new learning models supported by TEL tools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01