Abstract
This article contributes to the debate on the growing number of interdisciplinary study programs in learning and technology, and aims to understand the diversity of programs as well as curricula structure in an international landscape. Scientific fields share their knowledge and recruit young researchers by offering discipline-specific study programs. Thus, study programs are a reflection of the fields they represent. As technology-enhanced learning is considered to be particularly interdisciplinary and heterogenous, it is important to better understand the landscape of study programs that represents the field. This article presents an analysis of master programs in technology-enhanced learning. A systematic review and analysis of master programs offered in English has been conducted and further used as input for hierarchical cluster analysis. The study identified general characteristics, curricula structure, and organization of topics of these programs. Hierarchical cluster analysis and qualitative content analysis helped us to identify the major types of curricular structures and typical topics covered by the courses. Results show that most study programs rely on interdisciplinary subjects in technology-enhanced learning with a considerable number of subjects from education, learning and psychology. Subjects related to technology, information and computer science appear in such programs less frequently.
Highlights
The field of technology-enhanced learning (TEL) is a relatively young research domain
Characteristics of Technology‐Enhanced Learning master programs To answer our first research question RQ1: What are the characteristics of TEL master programs?, we provide an overall discussion of descriptive results
The largest cluster TEL management includes programs that rely on a combination of subjects that focus on the management of TEL in an organization with a very small share of technological subjects
Summary
The field of technology-enhanced learning (TEL) is a relatively young research domain. Similar to its broader and longer-established counterpart, educational technology, the research focus of TEL has led to interdisciplinary perspectives integrating theories and methods from education, psychology, and computer science. Despite justified criticism around the concept (Bayne, 2015), the term has been used to describe a research domain, it has been the foundation for a number of higher education study programs (Orey, 2017). This landscape has been characterized as continuously changing (Dennen & Spector, 2007; Spector, 2015). A broad range of subjects including socially-oriented Other 36 inclusion, disability and diversity and technologyrelated universal design and accessibility Internship
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