Didactical Opportunities and Dilemmas of Technology Enhanced Learning | Zendy

Margarita Teresevičienė | Zendy; Elena Trepulė | Zendy; Airina Volungevičienė | Zendy

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Didactical Opportunities and Dilemmas of Technology Enhanced Learning

Author(s) -

Margarita Teresevičienė,

Elena Trepulė,

Airina Volungevičienė

Publication year - 2017

Publication title -

pedagogika

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 0.17

H-Index - 6

eISSN - 2029-0551

pISSN - 1392-0340

DOI - 10.15823/p.2017.62

Subject(s) - interactivity , variety (cybernetics) , clarity , flexibility (engineering) , process (computing) , knowledge management , computer science , curriculum , educational technology , active learning (machine learning) , personalized learning , open learning , teaching method , mathematics education , cooperative learning , psychology , pedagogy , multimedia , artificial intelligence , management , economics , operating system , biochemistry , chemistry

The purpose of this research is to identify the didactical characteristics of Technology Enhanced Learning (TEL) and to reveal the main opportunities and dilemmas of TEL didactical solutions in different types of organizations. Didactical characteristics of TEL such as measurable learning outcomes, interactivity, flexibility, experimentation, use of open educational resources (OER) as well as a need for social participation are studied and discussed. Quantitative research method was used to compare didactical characteristics of TEL used for training purposes of employees and teachers in a community, vocational education and training (VET) and business organizations and reveal main opportunities and dilemmas in organising of learning process. Research revealed that a variety of learning methods are used to enhance active learning and that open education resources are used while learning (free access of textbooks, documents, video material), that TEL focuses on practically used teaching/learning outcomes and that TEL curriculum structure creates possibilities for flexible learning and enhances learner mutual cooperation. Problematic areas appeared to be the following: use of technology enhanced assessment and self-assessment tools, clarity of workload.

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