Sustainable Higher Education and Technology-Enhanced Learning (TEL)

Linda Daniela,Miltiadis Lytras,Anna Visvizi,Calixto Gutiérrez-Braojos

doi:10.3390/su10113883

Abstract

The field of education is not immune to advances in sophisticated information and communication technology (ICT). Going beyond the ICT-hype, the objective of this paper is to examine to what extent and how technology-enhanced teaching and learning (TEL) can enhance teaching and learning and, hence, turn them into levers of sustainable socio-economic growth and development. To address these questions, a multidimensional survey was developed and distributed internationally to lecturers/professors active in the field of higher education. The initial point of departure for this study was consistent with the well-referenced in the literature thesis that TEL has profound value added in view of enhancing the teaching and learning process. Yet, as the outcomes of the survey underpinning the discussion in this paper suggest, there is much more is at stake than that. Indeed, it is argued that several conditions need to be fulfilled if technology is to serve as a benefit, and not an obstacle to teaching and learning, and thus boost the delivery of quality education. This paper outlines them.

Highlights

The field of education is not immune to advances in sophisticated information and communication technology (ICT)
Regarding the areas of scientific expertise indicated by respondents, the breakdown of the data was as follows: Sixty-seven identified as technology/IT/computer science (CS) experts; 40 identified as experts in the social sciences; 36 claimed that their educational studies were different from ICT, but they were currently engaged in technology-enhanced learning (TEL) aspects of the learning process; 26 indicated that they were experts in learning theories; and 19 other areas were indicated with a small number of experts in these areas
The survey was completed by respondents representing 38 countries, the largest number of respondents coming from Latvia (24), followed by Pakistan with 15 respondents, Greece and Poland, each with 11 respondents

Summary

Introduction

The field of education is not immune to advances in sophisticated information and communication technology (ICT). The thrust of the debate is defined by the question of how the processes of teaching and learning can benefit from the use of technology, and which are the challenges that emerge in this respect. Technology can serve as a as supportive educational tool It can be used in the form of digital learning materials. On the one hand, considerate pressure exists to employ technology in teaching and learning. This is partly driven by the realization that citizens should to be ICT-literate. The field of education is seen as one of the key technology consumers, which suggests that an intrinsic, albeit contentious, link exists between education and the ICT industry. Considering that the objective of research is to expand our knowledge and understanding of the world around us and to make research findings usable to all stakeholders, the interesting question is whether and how the inroad of technology in the field of education is of value to our societies

Objectives

Methods

Results

Conclusion