Improving the Use of Technology Enhanced Learning Environments in Higher Education in the UK: A Qualitative Visualization of Students’ Views

Year 2018, Volume: 9 Issue: 1, 76 - 89, 15.01.2018

Mark Kennedy Thomas J. Dunn

Abstract

In recent years, the use of Technology Enhanced Learning
(TEL) has risen exponentially throughout higher education in the UK. Whilst TEL
is an umbrella term for a range of technologies, evidence suggests that in the
UK, TEL is usually delivered via the medium of Virtual Learning Environments
(VLEs) for the provision of lecture materials and additional content. An
emerging literature has established both the pedagogical potential and
students’ perceived usefulness of TEL. However, researchers have yet to
establish how the use of TEL via VLEs can be improved – a core requirement of
establishing best practice. The current study sought to address this in a
sample of 487 predominately undergraduate students. Content analysis revealed
that views were overwhelmingly positive, but that students had clear views on
what they wanted to see improved. Students expressed clear desires for the more
consistent and more frequent use of TEL within lectures. Further, they felt
that the potential of TEL to encourage and facilitate interactions, both within
their University and with external stakeholders, has thus far gone unexploited.
Implications for teaching practice and future research are discussed.

Keywords

Technology enhanced learning, Virtual learning environment, E-learning

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