Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review

TLDR

Technology‑enhanced learning (TEL) refers to the use of information and communication technologies in teaching and learning, yet explicit definitions of what constitutes an enhancement are scarce and no shared understanding exists in higher education. This article critically reviews recent literature to assess how technology‑enhanced learning is interpreted. The authors conduct a thematic analysis of recent studies, examining the purposes of technology interventions, the methods used to demonstrate enhancement, and the evidence presented to substantiate claims about TEL.

Abstract

The term technology-enhanced learning (TEL) is used to describe the application of information and communication technologies to teaching and learning. Explicit statements about what the term is understood to mean are rare and it is not evident that a shared understanding has been developed in higher education of what constitutes an enhancement of the student learning experience. This article presents a critical review and assessment of how TEL is interpreted in recent literature. It examines the purpose of technology interventions, the approaches adopted to demonstrate the role of technology in enhancing the learning experience, differing ways in which enhancement is conceived and the use of various forms evidence to substantiate claims about TEL. Thematic analysis enabled categories to be developed and relationships explored between the aims of TEL interventions, the evidence presented, and the ways in which enhancement is conceived.