Agile by technique - The role of technology enhanced learning in higher education.

Autor/inn/en	Vogelsang, Kristin; Greiff, Paul; Tenspolde, Carla; Hoppe, Uwe
Titel	Agile by technique - The role of technology enhanced learning in higher education.
Quelle	In: Beiträge zur Hochschulforschung, 41 (2019) 3, S. 28-47Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0171-645X; 2567-8841
Schlagwörter	Digitale Medien; Multimedia; Neue Technologien; Lernen; Computerunterstützter Unterricht; Digitalisierung; Hochschulbildung; Studienangebot; Multimedia; Lehre; Internet; E-Learning; Lernen; Lernprozess; Computerunterstützter Unterricht; Lehre; Open Educational Resources; Digitalisierung; Hochschulbildung; Studienangebot; E-Learning; MOOC (Massive Open Online Course); Interaktivität; Internet; Online
Abstract	The use of digital technology in higher education stresses the importance of agility which leads to a massive reshaping of teaching and learning for lecturers, learners, and the educational organization. The changed learning conditions are described by the term technology enhanced learning (TEL). Digital platforms and software that support learning and teaching processes such as massive open online courses (MOOCs), learning management systems (LMS), open educational resources (OER) enable higher agility to the institutional stakeholders (higher education institutions, lecturers and students) that are directly affected. The article aims to create a transparent overview of existing TEL platforms in higher education and their impact. The recent research will be collected in the form of a systematic literature review. Furthermore, we show the impact on relevant user groups. With the increasing flexibility and availability of content, both groups, students, and teachers become more agile. TEL influences agility in terms of participation, continuous improvement, and faster processes and feedback. (HoF/text adopted).
Erfasst von	Institut für Hochschulforschung (HoF) an der Martin-Luther-Universität Halle-Wittenberg
Update	2020/1