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Title: Using technology to enhance learning, progression and achievement in higher education
Author: Barter, Phil
ISNI:       0000 0004 9347 0465
Awarding Body: Middlesex University
Current Institution: Middlesex University
Date of Award: 2020
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The efficiency of the use of technology in higher education teaching and learning has seen limited research which has been mainly theoretical in nature. The research aims to identify the effects of using technology to enhance learning, progression and achievement in Higher Education. The literature review identified a gap, and this study is situated here to provide a proposed solution to the identified problem. The approach taken is iterative, as it seeks to find a solution to a perceived problem. The research reviews the effect of Technology Enhanced Learning (TEL) on student case studies and establishes whether technology enhancement can be personalised for learners. The research comprises of three individual studies which form the research design and the construction of the pedagogical model is the result of three studies data. The first study investigates the strategic element of TEL implementation from a programme perspective. The second study gains the student voice on the implementation of TEL. The final study measures the effectiveness of TEL implementation at a module level with a focus on personalisation of learning resources. The methodology adopted is viewed through a pragmatist lens, which enables relevant research instruments to be used to find the solution through the use of mixed methods. The results from this research are used to produce a pedagogical model for the implementation of technology into teaching and learning for modules in HE programmes. The model production process identifies the impact of the major findings from the three studies and to assess the effectiveness of the proposed model before testing it statistically for acceptance. The proposed pedagogical model adds to the established research and gives guidance on the implementation of technology in taught modules in a strategic and consistent manner, offering a level of self-personalisation to support learning in the most effective way. The model and accompanying guidance add knowledge to the area, build on published research and will develop practice. The research will contribute knowledge to the area through a new way of looking at TEL pedagogy, manifested in the proposed implementation model.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available