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

This article provides evidence from a 4-year longitudinal study on the comparative use of illustrative video podcasts during Economic Geography lectures vis-à-vis traditional educational methods in order to guide pedagogic practice and future research on the relative merits of technology-enhanced le...

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Bibliographic Details
Published in:Journal of geography in higher education 2016-10, Vol.40 (4), p.585-607
Main Author: Mykhnenko, Vlad
Format: Article
Language:English
Subjects:
Affective Behavior
benefits
career prospects
Courseware
Digital broadcasting
Educational Technology
evidence
Higher Education
Instructional Effectiveness
Intermode Differences
Longitudinal Studies
Multimedia Instruction
Multimedia Materials
Pedagogy
Positive Attitudes
Relevance (Education)
Teacher Attitudes
Technology Integration
Technology Uses in Education
Technology-enhanced learning
video podcast
Visual Aids
ZPD
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Summary:This article provides evidence from a 4-year longitudinal study on the comparative use of illustrative video podcasts during Economic Geography lectures vis-à-vis traditional educational methods in order to guide pedagogic practice and future research on the relative merits of technology-enhanced learning in higher education. Key benefits derived from the introduction of video podcasts identified in this study included positive affective and cognitive attitudes of students towards educational technologies, increased teacher satisfaction and improved teaching evaluations. Key challenges included negative impact of video podcasts on student behaviour (attendance and broader engagement), and uncertain impact on learning performance (exam scores). The study highlights the benefit of sequencing the improvements to the learning/teaching process, starting with a module review and revised content, before proceeding towards the integration of learning technologies into the content delivery. More broadly, the paper calls for pedagogy to remain vigilant, critically reflecting on the intricate relationship between educational technologies, teaching content, and the wider socio-political context.
ISSN:0309-8265
1466-1845
DOI:10.1080/03098265.2016.1217832