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Technology enhanced learning environments in higher education: A cross-discipline study on teacher and student perceptions

Journal Article


Abstract


  • 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 discipline specific. 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 identified the main promoters for

    TEL as being: modern and expected in higher education, while being equalising, efficient, engaging,

    authentic, collaborative and flexible. The common barriers for using TEL were identified as fear, time,

    organisational culture, knowledge and technical/support issues, along with the perceived pitfalls of

    distraction, and superficial student learning. Solutions offered for TEL in the future from staff focused on

    the institution and a desire for strategic, pedagogical and holistic approaches, while students focussed on

    the accessibility, flexibility and collaborative potential of TEL. This cross-discipline pre-COVID-19 study of

    TEL perceptions offered by teachers and students has contributed to knowledge in this area by identifying

    barriers and solutions for TEL common to all disciplines that have the potential to be applied to whole of

    institution strategic approaches for the more effective use of TEL in teaching and learning in higher

    education. Student accessibility to TEL and the development of pedagogically sound digital learning

    resources bringing together educational developers and discipline experts are of particular relevance

    during and post-COVID-19.

Publication Date


  • 2021

Citation


  • Downie, S., Gao, X., Bedford, S., Bell, K., & Kuit, T. (2021). Technology enhanced learning environments in higher education: A cross-discipline study on teacher and student perceptions. Retrieved from https://ro.uow.edu.au/jutlp/vol18/iss4/12

Scopus Eid


  • 2-s2.0-85111009505

Web Of Science Accession Number


Abstract


  • 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 discipline specific. 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 identified the main promoters for

    TEL as being: modern and expected in higher education, while being equalising, efficient, engaging,

    authentic, collaborative and flexible. The common barriers for using TEL were identified as fear, time,

    organisational culture, knowledge and technical/support issues, along with the perceived pitfalls of

    distraction, and superficial student learning. Solutions offered for TEL in the future from staff focused on

    the institution and a desire for strategic, pedagogical and holistic approaches, while students focussed on

    the accessibility, flexibility and collaborative potential of TEL. This cross-discipline pre-COVID-19 study of

    TEL perceptions offered by teachers and students has contributed to knowledge in this area by identifying

    barriers and solutions for TEL common to all disciplines that have the potential to be applied to whole of

    institution strategic approaches for the more effective use of TEL in teaching and learning in higher

    education. Student accessibility to TEL and the development of pedagogically sound digital learning

    resources bringing together educational developers and discipline experts are of particular relevance

    during and post-COVID-19.

Publication Date


  • 2021

Citation


  • Downie, S., Gao, X., Bedford, S., Bell, K., & Kuit, T. (2021). Technology enhanced learning environments in higher education: A cross-discipline study on teacher and student perceptions. Retrieved from https://ro.uow.edu.au/jutlp/vol18/iss4/12

Scopus Eid


  • 2-s2.0-85111009505

Web Of Science Accession Number