Using Technology for Teaching and Learning in Higher Education: A Critical Review of the Role of Evidence in Informing Practice

Autor/inn/en	Price, Linda; Kirkwood, Adrian
Titel	Using Technology for Teaching and Learning in Higher Education: A Critical Review of the Role of Evidence in Informing Practice
Quelle	In: Higher Education Research and Development, 33 (2014) 3, S.549-564 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2013.841643
Schlagwörter	Foreign Countries; Higher Education; Technology Uses in Education; Evidence; Mixed Methods Research; College Faculty; Teaching Methods; Questionnaires; Interviews; Content Analysis; Interprofessional Relationship; Interpersonal Communication; Epistemology; Teacher Role; Scholarship; College Instruction; Educational Research; Literature Reviews; Online Surveys; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Evidenz; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Interviewing; Interviewtechnik; Inhaltsanalyse; Interpersonale Kommunikation; Erkenntnistheorie; Lehrerrolle; Scholarships; Stipendium; Hochschullehre; Bildungsforschung; Pädagogische Forschung; Großbritannien
Abstract	The use of technology for teaching and learning is now widespread, but its educational effectiveness is still open to question. This mixed-method study explores educational practices with technology in higher education. It examines what forms of evidence (if any) have influenced teachers' practices. It comprises a literature review, a questionnaire and interviews. A framework was used to analyse a wide range of literature. The questionnaires were analysed using content analysis and the interviews were analysed using inductive thematic analysis. Findings suggest that evidence has partial influence upon practice with practitioners preferring to consult colleagues and academic developers. The study underscored the difficulty in defining and evaluating evidence, highlighting ontological and epistemological issues. The academic developer's role appears to be key in mediating evidence for practitioners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10