Implementation Of Technology-enhanced Learning Research Articles

Supporting Coach Learning in Paralympic Sport: Rich Environments for Innovation

In this insight article, we aim to challenge current thinking regarding coaching and spark new ideas by demonstrating how high-performance Paralympic sport contexts provide rich environments for innovation. We propose an innovative approach to enhance coach learning and introduce coaches and practitioners to three interconnected areas of opportunity emerging in research: (a) reframing the role and harnessing the work of skill acquisition specialists, (b) the use of a design thinking approach, and (c) the implementation of technology-enhanced learning. Specifically, we demonstrate how using these three strategies can better facilitate cocreated coach learning in situ. Whilst we acknowledge that each of these areas is not necessarily new, we propose that when addressed and applied collectively by practitioners they can provide effective and efficient coach learning opportunities, where the result of the integration of ideas means the impact can be greater than simply the sum of the parts. We highlight how this approach has emerged out of challenging high-performance Paralympic sport contexts, and could have impact on research, practice, and coach development experiences across a wider range of contexts along the performance pathway in both Paralympic and nondisabled sports.

Trends and Challenges of Technology-Enhanced Learning in Geotechnical Engineering Education

The integration of technology and new tools in engineering education has created opportunities for the advancement of geotechnical engineering education (GEE). Technology-enhanced learning (TEL) has been implemented in GEE by many educators, and its impacts have been studied by different researchers. This review paper presents a comprehensive analysis of the state-of-the-art implementation of TEL in GEE based on published journal articles. This study adopts a systematic approach in examining the literature on TEL in GEE, identifies emerging trends and challenges, presents potential solutions, and outlines research gaps and recommendations. The literature indicates that, over the past couple of decades, the major trends of TEL in GEE have included computer-based simulations and computations, physical and centrifuge modeling, virtual laboratory and field experimentation, internet-based online resources, and virtual and augmented reality. The implementation of TEL in GEE can support students in effectively comprehending complex engineering concepts and augment their preparedness for the demands of professional practice. Furthermore, the integration of TEL with instructional design strategies involving problem-based learning, experiential learning, collaborative learning, and critical thinking cultivation is recognized as a favorable strategy. However, challenges such as a lack of resources and experience, optimization of pedagogies, alignment with course content, and quantification of TEL’s impact on GEE and student learning experiences remain to be addressed by continuing research and development in this field. In addition, an outcome-based education (OBE) theory-inspired quadruple framework is proposed in this study for the efficient implementation of TEL in GEE.

Effectiveness of technology-enhanced learning to improve periodontics educational outcomes: A systematic review.

Technology-enhanced learning (TEL) has been suggested as a suitable learner-centered pedagogical approach in dental education. However, the results of TEL effectiveness in periodontics education are controversial. Therefore, this systematic review aimed to evaluate the effectiveness of TEL to improve educational outcomes in the periodontics field compared to traditional learning methods. The search comprised randomized controlled trials (RCTs) and crossover studies that were related to periodontics education from the following databases: MedLine, PsycINFO, Eric, Scopus, EMBASE, and Web of Science. Two authors independently performed study selection, data extraction, and assessed risk of bias. Kirkpatrick's 4-level evaluation model was used to evaluate educational outcomes. From 1642 studies, after applying inclusion criteria, 7 studies remained for analysis. On level 1 (Reaction), undergraduate dental students reported positive attitudes related to TEL. On level 2 (Learning), 3 studies found that TEL improved knowledge gain compared to traditional learning methods. Three other studies did not show any difference between TEL and conventional learning methods, and one found that traditional learning methods presented superior results. On level 3 (Behavior), 1 study found that TEL application improved students' performance. On level 4 (Results), 5 studies suggested that the implementation of TEL would improve educational outcomes in periodontics education if combined with traditional learning methods. The findings showed that the exclusive use of TEL does not significantly improve periodontics educational outcomes when compared to traditional learning methods. However, the combination of TEL and traditional learning methods can be the key to enhancing periodontics education.

Co-Creation in the Design, Development and Implementation of Technology-Enhanced Learning

Co-Creation in the Design, Development and Implementation of Technology-Enhanced Learning

The future of Technology Enhanced Learning (TEL) is in the hands of the anonymous, grey non-descript mid-level professional manager.

Much of the research into the implementation of TEL has centred on teaching approaches and the change (or not) in the role of the academic, which is reflective of the importance of the academic to what takes place in a Higher Education Institute (HEI). Technology enhanced learning (TEL), however, poses a considerable challenge to how the Higher Education (HE) sector operates, as it has done with numerous other sectors. Typically, technology confronts existing practices and boundaries. For HEIs, TEL has accelerated the move away from the discipline-based academics as being at the centre of the education process and replaced them with students. This displacement of the academic for the student has been complemented by changing approaches to teaching, (the growth of network learning for example) and the introduction of new work practices from the private sector in the guise of new managerialism. With the academic’s role reduced from controller to that of participant, the space left is being filled by client-focused mid-level professional managers. Distinct from academic managers, mid-level professional managers are situated between academics and senior management, which is a key position for the implementation of TEL at a time when its future rests on bridging the gap between the bottom up initiatives of the past and the institute-wide initiatives of the future. This discussion piece reflects on the changing role of the academic in a new managerialist TEL HE sector and argues for the overdue recognition of the importance of the mid-level professional manager to the future of TEL.

Degrees of Change: Understanding Academics Experiences with a Shift to Flexible Technology-Enhanced Learning in Initial Teacher Education

The implementation of technology enhanced learning in higher education is often associated with changes to academic work. This article reports on a study of staff experiences with curriculum development and teaching in multiple modes of blended and online learning in a Bachelor of Education degree. The findings indicate that the changes experienced by these teacher educators were significant but not wholesale. More specifically, the findings highlight three particular areas of change that impacted on their role as teacher educators: changed pedagogical practices, particularly in staff-student communication, interaction and relationship building with students; increasing workloads associated with flexible delivery; and changed needs for staff capacity building related to issues of quality in technology enhanced learning. Technology-Enhanced Learning (TEL) refers to situations in which technology is used to enhance the learners’ experiences. This includes online learning, blended learning and other situations in which technology is used to enrich or extend place-based (on campus) teaching and learning. Although TEL is not associated with a particular pedagogical approach, it is often associated with the use of (a) active approaches to learning which involve both creation and use of rich multimedia digital resources, (b) purposefully designed learning tasks which employ technology to promote cognitive engagement with program content, (c) collaborative learning situations in which communication is mediated by technology, (d) the personalisation of learning experiences afforded by the use of flexible learning technologies, (e) improving learners’ access to authentic learning and practice contexts with networked technologies, and (f) connecting learners with knowledgeable teachers, coaches, mentors and peers who can support learning. For many academics, the implementation of technology-enhanced learning (TEL) in university degree programs is associated with change, particularly changes to academic work. The suggested change is based on two prevalent assumptions in higher education (HE): first, that the dominant teaching model in HE is direct instruction -didactic, teacher driven and limited with respect to consideration of the particular needs of individual learners; and, second, that by its very nature, TEL represents an improvement over historically established university teaching, based on an emerging track record of learner-centric pedagogies and practices which focus on learners, their experiences and the way technology creates opportunities to cater to a variety of learner needs (see Hannafin & Land, 1997). Thus, a contrast has been created which pits the ‘old’ (or status quo) and all of the problems that may be associated with current higher education systems against the ‘new’, in which technology is meant to not only disrupt the status quo, but provide a number of solutions to cure the ills of a ‘broken’ higher education system which may be slow to change. While this contrast is both an oversimplification and a generalisation, it reflects aspects of current teacher education in Australian Journal of Teacher Education Vol 40, 7, July 2015 44 Australia, which is the context from which this formative evaluation is drawn. For reasons both historical and pragmatic, teacher education has tended to favour in-person, face-to-face teaching and learning as the preferred mode of delivery in initial teacher education. This makes the implementation of flexible TEL in the context of initial teacher education particularly interesting as a case for the study of the change associated with the implementation of TEL. This article examines the notion of change associated with the implementation of TEL in one teacher education program in Australia. In this article, the relationship between the implementation of TEL and particular changes in organisation, technology or practice is not seen as a fait accompli. Rather, the focus is the potential for change and the evaluation of change as beneficial (or otherwise) to the intended outcomes of a development process. Broadly, this article addresses the following proposition: If a shift to TEL represents the opportunity to change, what changes are necessary and beneficial to the success of the technology enhanced version of the course or program? The approach to this general question is case study in an undergraduate program in Australia. The article focuses on a large-scale curriculum development project which sought to produce multiple flexible, technology-enhanced versions of each individual unit within the degree program. Drawing from academics’ experiences within this project, the article reports on the results of a formative evaluation of the first year of the project. This article aims to improve understanding of the nature and degree of change associated with the adoption of TEL in context and the implications of these changes for the structuring and support of similar development projects.