Cui bono? On the relative merits of technology-enhanced learning and teaching in higher education

References

• Ally, M. (2004). Foundations of educational theory for online learning. In T. Anderson & F. Elloumi (Eds.), Theory and practice of online learning (pp. 1–31). Athabasca: Athabasca University.
   Google Scholar
• Anderson, J. S. (2013). Learning and teaching: Bloom’s taxonomy. Retrieved from http://www.learningandteaching.info/learning/bloomtax.htm
   Google Scholar
• Anderson, L. W. (2005). Objectives, evaluation, and the improvement of education. Studies in Educational Evaluation, 31, 102–113.10.1016/j.stueduc.2005.05.004
   Google Scholar
• Armitage, S., & O’Leary, R. (2003). A Guide for learning technologists (LTSN eLearning Series No 4). York: Learning and Teaching Support Network.
   Google Scholar
• Association for Learning Technology. (2015). Improving practice, promoting research, and influencing policy. Retrieved from https://www.alt.ac.uk/about-alt
   Google Scholar
• Beetham, H., & Sharpe, R. (2013). An introduction to rethinking pedagogy. In H. Beetham & R. Sharpe (Eds.), Rethinking pedagogy for a digital age: Designing for 21st century learning (2nd ed.; pp. 1–12). New York, NY: Routledge.
   Google Scholar
• Biggs, J. (2003). Aligning teaching for constructing learning. Retrieved from https://www.heacademy.ac.uk/sites/default/files/resources/id477_aligning_teaching_for_constructing_learning.pdf
   Google Scholar
• Biggs, J., & Tang, C. (2011). Teaching for quality learning at university (4th ed.). Maidenhead: Open University Press.
   Google Scholar
• Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives 1: Cognitive domain. New York, NY: McKay.
   Google Scholar
• Brenton, S. (2009). E-learning – An introduction. In H. Fry, S. Ketteridge, & S. Marshall (Eds.), A handbook for teaching and learning in higher education: Enhancing academic practice (3rd ed., pp. 85–98). Abingdon: Routledge.
   Google Scholar
• Brown, L. (2011). Podcasting and vodcasting to BSc geography students. Planet, 24, 62–67.10.11120/plan.2011.00240062
   Google Scholar
• Bruner, J. (2009). Culture, mind, and education. In K. Illeris (Ed.), Contemporary theories of learning (pp. 159–168). Abingdon: Routledge.
   Google Scholar
• Cann, A. J. (2007). Short communication: Podcasting is dead. Long live video!. Bioscience Education e-Journal, 10. Retrieved from www.bioscience.heacademy.ac.uk/journal/vol10/beej-10-C1.pdf
   Google Scholar
• Coe, R., Aloisi, C., Higgins, S., & Major, L. E. (2014). What makes great teaching? Review of the underpinning research. London: The Sutton Trust.
   Google Scholar
• Comiskey, D., & McCartan, K. (2011). Video: An effective teaching aid? An architectural technologist’s perspective CEBE Transactions, 8, 25–40.10.11120/tran.2011.08010025
   Google Scholar
• Conole, G., Ingraham, B., & Cook, J. (2003). Learning technology as a community of practice? In J. Cook & D. McConnell (Eds.), Communities of practice. Research proceedings of the 10th Association for Learning Technology conference (ALTC2003). Sheffield: Association for Learning Technology.
   Google Scholar
• Cooner, T. S. (2010). Creating opportunities for students in large cohorts to reflect in and on practice: Lessons learnt from a formative evaluation of students’ experiences of a technology-enhanced blended learning design. British Journal of Educational Technology, 41, 271–286.10.1111/bjet.2010.41.issue-2
   Web of Science ®Google Scholar
• Crowe, A., Dirks, C., & Wenderoth, M. P. (2008). Biology in bloom: Implementing bloom’s taxonomy to enhance student learning in biology. Cell Biology Education, 7, 368–381.10.1187/cbe.08-05-0024
   Google Scholar
• Davis, S., Connolly, A., & Linfield, E. (2009). Lecture capture: Making the most of face-to-face learning. Engineering Education, 4, 4–13.10.11120/ened.2009.04020004
   Google Scholar
• Dupagne, M., Millette, D. M., & Grinfeder, K. (2009). Effectiveness of video podcast use as a revision tool. Journalism & Mass Communication Educator, 64, 54–70.
   Google Scholar
• Economist Intelligence Unit. (2008). The future of higher education: How technology will shape learning. London: Author.
   Google Scholar
• Economist Intelligence Unit. (2014). Higher education in the 21st century: Meeting real-world demands. London: Author.
   Google Scholar
• Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change. Journal of Research on Technology in Education, 42, 255–284.10.1080/15391523.2010.10782551
   Google Scholar
• Flipped Learning Network. (2014). The four pillars of F-L-I-P™. Retrieved from www.flippedlearning.org/definition
   Google Scholar
• Friel, S. N., & Carboni, L. W. (2000). Using video-based pedagogy in an elementary mathematics methods course. School Science and Mathematics, 100, 118–127.10.1111/ssm.2000.100.issue-3
   Google Scholar
• Gilbukh, Y. Z. (1987). Poniatiie zony blizhaishego razvitiia i ego rol v reshenii aktualnykh zadach pedagogicheskoi psikhologii [Understanding the zone of proximal development and its role in solving urgent problems of pedagogical psychology. In Russian]. Voprorsy Psykhologii, 3, 33–40. Retrieved from http://www.voppsy.ru/issues/1987/873/873033.htm
   Google Scholar
• Giroux, H. A. (2010). Bare pedagogy and the scourge of neoliberalism: Rethinking higher education as a democratic public sphere. The Educational Forum, 74, 184–196.10.1080/00131725.2010.483897
   Google Scholar
• Gourlay, G. (2015). Student engagement’ and the tyranny of participation. Teaching in Higher Education, 20, 402–411.10.1080/13562517.2015.1020784
   Web of Science ®Google Scholar
• Graven, M., & Lerman, S. (2003). [Review of the book Communities of practice: Learning, meaning and identity by E. Wenger]. Journal of Mathematics Teacher Education, 6, 185–194. doi:10.1023/A:1023947624004
   Google Scholar
• Harasim, L. (2012). Learning theory and online technologies. Abingdon: Routledge.
   Google Scholar
• Heron, J. (2009). Life cycles and learning cycles. In K. Illeris (Ed.), Contemporary theories of learning (pp. 129–146). Abingdon: Routledge.
   Google Scholar
• Higgins, S., & Coe, R. (2014, October 31). Seven ‘great’ teaching methods not backed up by evidence. The Conversation. Retrieved from http://theconversation.com/seven-great-teaching-methods-not-backed-up-by-evidence-33647
   Google Scholar
• Higher Education Academy. (2011). The UK professional standards framework for teaching and supporting learning in higher education 2011. York: HEA.
   Google Scholar
• Higher Education Funding Council for England (2009). Enhancing learning and teaching through the use of technology: A revised approach to HEFCE’s strategy for e-learning: March 2009/12. Bristol: Author.
   Google Scholar
• Higher Education Funding Council for Wales (n.d.). The impact of the enhancing learning and teaching through technology strategy. Retrieved from http://www.hefcw.ac.uk/documents/policy_areas/learning_and_teaching/ELTT%20impact%20statement%20English.pdf
   Google Scholar
• Hill, J., & Nelson, M. (2011). Evaluating the perceived effectiveness of video podcasts as a learning resource for geography. Planet, 24, 76–82.10.11120/plan.2011.00240076
   Google Scholar
• Hill, J., Nelson, A., France, D., & Woodland, W. (2012). Integrating podcast technology effectively into student learning: A reflexive examination. Journal of Geography in Higher Education, 36, 437–454.10.1080/03098265.2011.641171
   Web of Science ®Google Scholar
• Holbrook, J., & Dupont, C. (2009). Profcasts and class attendance – Does year in program matter? Bioscience Education e-Journal, 13. Retrieved from www.bioscience.heacademy.ac.uk/journal/vol13/beej-13-c2.pdf
   Google Scholar
• Illeris, K. (Ed.). (2009). Contemporary theories of learning. London: Routledge.
   Google Scholar
• Jaffer, S. (2010). Educational technology pedagogy: A looseness of fit between learning theories and pedagogy. Education as Change, 14, 273–287.10.1080/16823206.2010.522066
   Web of Science ®Google Scholar
• Jham, B. C., Duraes, G. V., Strassler, H. E., & Sensi, L. G. (2008). Joining the podcast revolution. Journal of Dental Education, 72, 278–281.
   PubMed Web of Science ®Google Scholar
• Johnson, M. (2010). [Review of the book Contemporary theories of learning, by K. Illeris]. British Journal of Educational Technology, 41, E113–E114. doi: 10.1111/j.1467-8535.2010.01125_7.x
   Google Scholar
• Joint Information Systems Committee (2014). Jics: e-Learning programme. Retrieved from http://www.webarchive.org.uk/wayback/archive/20140614020907/http://www.jisc.ac.uk/whatwedo/programmes/elearning.aspx
   Google Scholar
• Jones, C. (2004). Theory and the practices of learning technology. In S. Banks, et al. (Eds.), Fourth international conference on networked learning 2004. Retrieved from http://www.networkedlearningconference.org.uk/past/nlc2004/proceedings/symposia/symposium1/jones.htm
   Google Scholar
• Kay, R. H. (2012). Exploring the use of video podcasts in education: A comprehensive review of the literature. Computers in Human Behavior, 28, 820–831.10.1016/j.chb.2012.01.011
   Web of Science ®Google Scholar
• Kirkwood, A. (2009). E-learning: You don’t always get what you hope for. Technology, Pedagogy and Education, 18, 107–121.10.1080/14759390902992576
   Web of Science ®Google Scholar
• Kirkwood, A., & Price, L. (2014). Technology-enhanced learning and teaching in higher education: What is ‘enhanced’ and how do we know? A critical literature review. Learning, Media and Technology, 39, 6–36.10.1080/17439884.2013.770404
   Web of Science ®Google Scholar
• Knight, J. (2006). Investigating geography undergraduates’ attitudes to teaching, learning, and technology. Planet, 16, 19–21.10.11120/plan.2006.00160019
   Google Scholar
• Koohang, A., Riley, L., Smith, T., & Schreurs, J. (2009). E-learning and constructivism: From theory to application. Interdisciplinary Journal of E-Learning and Learning Objects, 5, 91–109.
   Google Scholar
• Laurillard, D. (2013). Foreword to the second edition. In H. Beetham & R. Sharpe (Eds.), Rethinking pedagogy for a digital age: Designing for 21st century learning (2nd ed., pp. xvi–xviii). New York, NY: Routledge.
   Google Scholar
• Lemke, K. A., & Ritter, M. E. (2000). Virtual geographies and the use of the internet for learning and teaching geography in higher education. Journal of Geography in Higher Education, 24, 87–91.10.1080/03098260085153
   Web of Science ®Google Scholar
• Littlejohn, A., Beetham, H., & McGill, L. (2012). Learning at the digital frontier: A review of digital literacies in theory and practice. Journal of Computer Assisted Learning, 28, 547–556.10.1111/jcal.2012.28.issue-6
   Web of Science ®Google Scholar
• Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford Review of Education, 38, 9–24.10.1080/03054985.2011.577938
   Web of Science ®Google Scholar
• Loveless, A. (2011). Technology, pedagogy and education: Reflections on the accomplishment of what teachers know, do and believe in a digital age. Technology, Pedagogy and Education, 20, 301–316.10.1080/1475939X.2011.610931
   Web of Science ®Google Scholar
• Macias, B. R., & Richter, U. M. (2009). Whose interests count? The university under pressure to keep abreast of national developments in technology-enhanced learning. ELiSS, 1(3), 1–32.
   Google Scholar
• Mayer, R. E. (2002). A taxonomy for computer-based assessment of problem solving. Computers in Human Behavior, 18, 623–632.10.1016/S0747-5632(02)00020-1
   Web of Science ®Google Scholar
• Mayes, T., & de Freitas, S. (2013). Technology-enhanced learning: The role of theory. In H. Beetham & R. Sharpe (Eds.), Rethinking pedagogy for a digital age: Designing for 21st century learning (2nd ed., pp. 17–30). New York, NY: Routledge.
   Google Scholar
• McGreal, R., & Elliott, M. (2004). Technologies of online learning (e-learning). In T. Anderson & F. Elloumi (Eds.), Theory and practice of online learning (pp. 115–135). Athabasca: Athabasca University.
   Google Scholar
• McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. A., Griffin, L. M., … Mumper, R. J. (2014). The flipped classroom: A course redesign to foster learning and engagement in a health professions school. Academic Medicine, 89(2), 236–243.10.1097/ACM.0000000000000086
   PubMed Web of Science ®Google Scholar
• Moron-Garcia, S. (2013). Learning theory and online technologies. Innovations in Education and Teaching International, 50, 104–105.10.1080/14703297.2012.757034
   Web of Science ®Google Scholar
• Phelan, C., & Wren, J. (2005/2006). Exploring reliability in academic assessment. Retrieved from https://www.uni.edu/chfasoa/reliabilityandvalidity.htm
   Google Scholar
• Pritchard, D. (2010). What’s right with lecturing? MSOR Connections, 10, 3–6.10.11120/msor.2010.10030003
   Google Scholar
• Salmon, G. (2002). E-tivities. London: Kogan Page.
   Google Scholar
• Seidel, T., Blomberg, G., & Renkl, A. (2013). Instructional strategies for using video in teacher education. Teaching and Teacher Education, 34, 56–65.10.1016/j.tate.2013.03.004
   Web of Science ®Google Scholar
• Sherer, P., & Shea, T. (2011). Using online video to support student learning and engagement. College Teaching, 59, 56–59.10.1080/87567555.2010.511313
   Google Scholar
• Sheridan Center for Teaching and Learning. (n.d.). Interactive classroom activities. Retrieved from http://www.brown.edu/about/administration/sheridan-center/teaching-learning/effective-classroom-practices/interactive-classroom-activities
   Google Scholar
• Singh, E. (2014). Learning theory and online technologies. Open Learning: The Journal of Open, Distance and e-Learning, 29, 89–92.10.1080/02680513.2013.864550
   Google Scholar
• Smyth, R. (2011). Enhancing learner-learner interaction using video communications in higher education: Implications from theorising about a new model. British Journal of Educational Technology, 42, 113–127.10.1111/bjet.2011.42.issue-1
   Web of Science ®Google Scholar
• Stefani, L. (2009). Planning teaching and learning: Curriculum design and development. In H. Fry, S. Ketteridge, & S. Marshall (Eds.), A handbook for teaching and learning in higher education: Enhancing academic practice (3rd ed., pp. 40–57). Abingdon: Routledge.
   Google Scholar
• Thomas, G. (2002). Theory’s spell: On qualitative inquiry and educational research. British Educational Research Journal, 28, 419–434.10.1080/01411920220137476
   Web of Science ®Google Scholar
• Underwood, J., & Dillon, G. (2011). Chasing dreams and recognising realities: Teachers’ responses to ICT. Technology, Pedagogy and Education, 20, 317–330.10.1080/1475939X.2011.610932
   Web of Science ®Google Scholar
• University of Salford. (n.d.). Human resources: Technology enhanced learning (TEL). Retrieved from http://www.hr.salford.ac.uk/employee-development-section/technology-enhanced-learning-%28tel%29-
   Google Scholar
• Veer, R. van der & Yasnitsky A. (2011). Vygotsky in English: What still needs to be done. Integrative Psychological and Behavioral Science, 45, 475–493. doi:10.1007/s12124-011-9172-9
   PubMed Web of Science ®Google Scholar
• Wang, Q. (2008). A generic model for guiding the integration of ICT into teaching and learning. Innovations in Education and Teaching International, 45, 411–419.10.1080/14703290802377307
   Web of Science ®Google Scholar
• Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Harvard University Press.10.1017/CBO9780511803932
   Google Scholar
• Wenger, E. (2009). A social theory of learning. In K. Illeris (Ed.), Contemporary theories of learning (pp. 209–218). Abingdon: Routledge.
   Google Scholar
• Wertsch, J. V. (1984). The zone of proximal development: Some conceptual issues. New Directions for Child and Adolescent Development, 1984, 7–18. doi:10.1002/cd.23219842303
   Google Scholar
• Wicks, D. J. (2009). Emerging theories and online learning environments for adults. In C. Sears, G. Hinck, & C. Florez (Eds.), Theories of educational technology (online). Retrieved from https://sites.google.com/a/boisestate.edu/edtechtheories/emerging-theories-and-online-learning-environments-for-adults-1
   Google Scholar
• Yarbro, J., Arfstrom, K. M., McKnight, K. & McKnight, P. (2014). Extension of a review of flipped learning. Retrieved from http://flippedlearning.org/FLN
   Google Scholar