Search results for "Technology-Enhanced Learning"
showing 9 items of 9 documents
Primetime learning: collaborative and technology-enhanced studying with genuine teacher presence.
2017
Background Productive learning processes and good learning outcomes can be attained by applying the basic elements of active learning. The basic elements include fostering discussions and disputations, facing alternative conceptions, and focusing on conceptual understanding. However, in the face of poor course retention and high dropout rates, even learning outcomes can become of secondary importance. To address these challenges, we developed a research-based instructional strategy, the primetime learning model. We devised the model by organizing the basic elements of active learning into a theory-based four-step study process. The model is based on collaborative and technology-enhanced lea…
Scripting as a pedagogical method to guide collaborative writing : university students' reflections
2020
A collaboration script is a set of instructions used to improve collaborative learning among students in technology-enhanced environments. Previously, university students’ perspective has been under-represented in the study on collaboration scripts. In this article, we focus on understanding students’ experiences in a scripted collaborative writing task, especially from the perspective of following the script. The study was conducted among undergraduate students (N = 91) taking a master-level educational science course at one university each in Finland and Belgium. Divided into 25 groups, each with three to five members, the students worked on collaborative writing tasks. During their share…
New TEL Environments for Vocational Education – Teacher’s Instructional Perspective
2015
Modern vocational education is increasingly taking place in new technology-enhanced learning (TEL) settings. On the one hand, vocational education can benefit from the opportunities of technological development. On the other hand, such technologies may create new challenges for teachers. Therefore, there is a particular need to pay more attention to the dialogic pedagogical approaches in which teaching should be seen as a dialogical practice involving teacher-student interactions that create contextual opportunities for teachers to trigger students’ learning in new TEL settings. This article reports on an exploratory study about the different ways in which teachers’ instructional activities…
Visualising the temporal aspects of collaborative inquiry-based learning processes in technology-enhanced physics learning
2018
This study presents new ways of visualising technology-enhanced collaborative inquiry-based learning (CIBL) processes in an undergraduate physics course. The data included screen-capture videos from a technology-enhanced learning environment and audio recordings of discussions between students. We performed a thematic analysis based on the phases of inquiry-based learning (IBL). The thematic analysis was complemented by a content analysis, in which we analysed whether the utilisation of technological tools was on a deep-level, surface-level, or nonexistent basis. Student participation was measured in terms of frequency of contributions as well as in terms of impact. We visualised the sequen…
Sustainable Higher Education and Technology-Enhanced Learning (TEL)
2018
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 en…
The state-of-the-art of collaborative technologies for initial vocational education : a systematic literature review
2018

 
 
 Future workplaces require collaboration skills in which members of different work communities use technologies to solve complex problems. Vocational education and training (VET) programs need to meet the challenge to prepare students to be part of a competent workforce. Particularly initial vocational education is under pressure to develop learners’ collaboration skills and abilities. To date, however, no attempt has been made to perform a comprehensive review of the use of computer-supported collaborative learning (CSCL) technologies across different vocational education settings to account for contextual factors of VET. In this systematic review, 26 published studies …
Learning Slovak in new language learning environments
2017
The aim of this dissertation is to throw light on the development of teaching and learning Slovak in the new language learning environment. New developments in teaching led to the design of an experimental e-learning course in Slovak based on the philosophy of dynamic learning and using the metaphor of climbing a mountain for learning Slovak. The course was grounded in constructivist views of learning and teaching, which emphasize the importance of learning by doing and the process-like nature of learning. The teaching experiment included reflection-on-action research, with the goal of exploring learners' beliefs about themselves as e-learners before the course, and their perceptions and ex…
TEL@work: Toward integration of theory and practice
2014
This paper examines technology-enhanced learning at work in the context of the integrative pedagogy model. The basic idea behind this model is to create learning environments whereby the four basic elements of professional expertise (ie, theoretical, practical, self-regulative and sociocultural knowledge) can be integrated. The paper illustrates two basic ways of applying the model in technology-enhanced learning at work. First, examples of how to make use of existing technologies, especially social media, to empower learning at work is presented, and second, an instance of the way the model is used in the design of specific technologies for enhancing collaborative learning in the work cont…