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Journal articles on the topic 'Technology enhanced education'

Author: Grafiati

Published: 9 March 2023

Last updated: 10 March 2023

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1

Abhyankar, Kushal, and Subhashini Ganapathy. "Technology-Enhanced Learning Analytics System Design for Engineering Education." International Journal of Information and Education Technology 4, no. 4 (2014): 345–50. http://dx.doi.org/10.7763/ijiet.2014.v4.427.

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Klimova, Blanka. "Students´ preferences for learning materials in technology-enhanced higher education." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 1 (June 28, 2017): 20–28. http://dx.doi.org/10.18844/prosoc.v2i11.1900.

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3

Whitson, B. A., C. D. Hoang, T. Jie, and M. A. Maddaus. "Technology-enhanced interactive surgical education." Journal of Surgical Research 130, no. 2 (February 2006): 251. http://dx.doi.org/10.1016/j.jss.2005.11.255.

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Whitson, Bryan A., Chuong D. Hoang, Tun Jie, and Michael A. Maddaus. "Technology-Enhanced Interactive Surgical Education." Journal of Surgical Research 136, no. 1 (November 2006): 13–18. http://dx.doi.org/10.1016/j.jss.2006.02.042.

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Ballard, James, and Philip Ian Butler. "Learner enhanced technology." Journal of Applied Research in Higher Education 8, no. 1 (February 1, 2016): 18–43. http://dx.doi.org/10.1108/jarhe-09-2014-0074.

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Purpose – The purpose of this paper is to propose a conceptual model of engagement, appropriated from social media marketing, as a sense-making framework to understand engagement as a measurable process through the development of engagement profiles. To explore its potential application to education the paper follows previous work with Personalised Learning strategies to place emphasis on the promotion of the learner voice – their ability to influence decisions affecting them and their community. Design/methodology/approach – This paper will position engagement as a sociocultural process and adopt an Activity Theory based methodology demonstrated through a desk analysis of VLE data from a further education college. Findings – The analysis suggests that the approach can yield insights that may be elusive in traditional measures reinforcing the overall conceptual proposal for a multi-method approach to profiling learner engagement. Research limitations/implications – The paper has focused on presentation and exploration of the conceptual approach, which has limited the scope to broaden the discussion of the desk analysis and wider findings that this approach reveals. Practical implications – It is intended that the approach offers a generalizable model that can be adopted by institutions planning to measure engagement or develop learner activity profiles. Several areas of immediate potential are identified throughout the paper. Originality/value – This paper contributes a multi-method approach to engagement as argued for in recent engagement literature. This should offer institutions a way to realise value from emerging ideas within related domains of Learning Design and Learning Analytics.

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Page, Thomas, and Gisli Thorsteinsson. "Technology Enhanced Learning In Design And Technology Education." i-manager's Journal of Educational Technology 4, no. 2 (September 15, 2007): 23–35. http://dx.doi.org/10.26634/jet.4.2.611.

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Teresevičienė, Margarita, Elena Trepulė, and Airina Volungevičienė. "Didactical Opportunities and Dilemmas of Technology Enhanced Learning." Pedagogika 128, no. 4 (December 20, 2017): 175–92. http://dx.doi.org/10.15823/p.2017.62.

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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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Rossett, Allison, and Julie A. McDonald. "Evaluating Technology-Enhanced Continuing Medical Education." Medical Education Online 11, no. 1 (December 2006): 4609. http://dx.doi.org/10.3402/meo.v11i.4609.

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Flavin, Michael. "Technology-enhanced learning and higher education." Oxford Review of Economic Policy 32, no. 4 (2016): 632–45. http://dx.doi.org/10.1093/oxrep/grw028.

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Wu, Ying-Tien, and O. Roger Anderson. "Technology-enhanced stem (science, technology, engineering, and mathematics) education." Journal of Computers in Education 2, no. 3 (July 24, 2015): 245–49. http://dx.doi.org/10.1007/s40692-015-0041-2.

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11

Baker, Eva L. "Reflections on Technology-enhanced Assessment." Assessment in Education: Principles, Policy & Practice 10, no. 3 (November 2003): 421–24. http://dx.doi.org/10.1080/0969594032000148226.

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Giovannella, Carlo, Claudia Di Lorenzo, Simona Scarsella, and Corrado Amedeo Presti. "Educators’ Expectations on Technology Enhanced Education (TEE)." International Journal of Digital Literacy and Digital Competence 2, no. 3 (July 2011): 41–55. http://dx.doi.org/10.4018/jdldc.2011070104.

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This paper reports and discusses the result of a survey focused on the perceptions and expectations on TEE applications, conducted among 500 Italian educators (university, high/middle/elementary schools and professionals) involved in on-line or blended learning practices. The expectations are quite basic ones, although may depend on the educational level: support to content sharing and production, communication, assessment and team working are at the top of rank; much less relevant appear to be items like: support to socialization, process design and personalization. Very similar results have been obtained also from a survey among schools’ teachers, novices for TEE, attending a Master in “e-learning: methods, techniques and applications”. The survey was conducted after the conclusion of the first part of the master carried on according to a very traditional distance learning process: content download, self-evaluation tests, tutor assistance upon request. However, after the participation to the second part of the Master, organized as a collaborative, design inspired P3BL (problem, project and process based learning) experience, their opinions on TEE changed in a considerable manner. This indicates how necessary a dissemination action on a large scale among educators with regard to both TEE potentialities and design literacy would be.

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Arunasalam, Nirmala. "Technology-enhanced learning in transnational higher education." British Journal of Nursing 25, no. 21 (November 24, 2016): 1201–5. http://dx.doi.org/10.12968/bjon.2016.25.21.1201.

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14

Flavin, Michael. "Disruptive innovation and technology enhanced learning." Psychology of Education Review 45, no. 1 (2021): 17–26. http://dx.doi.org/10.53841/bpsper.2021.45.1.17.

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This paper uses disruptive innovation theory as a lens through which to analyse technology enhanced learning in higher education. The paper also explores how higher education might be disrupted. Specific technologies are examined, including the Virtual Learning Environment and Wikipedia. Specific practices are analysed, including Bring Your Own Device. The article argues higher education has not been disrupted by technology to date, but that the conditions for disruption are increasingly propitious.Keywords:technology enhanced learning; disruptive innovation; virtual learning environment (VLE); bring your own device (BYOD); Wikipedia; higher education.

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15

Rainsford, Carol, and Eamonn Murphy. "Technology‐enhanced learning." Journal of European Industrial Training 29, no. 6 (August 2005): 457–71. http://dx.doi.org/10.1108/03090590510610254.

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Sönmez, Elif. "Technology-Enhanced CT: A Systematic Review." Thinking Skills and Creativity 41 (September 2021): 100913. http://dx.doi.org/10.1016/j.tsc.2021.100913.

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Hakkarainen, Kai. "Three generations of technology-enhanced learning." British Journal of Educational Technology 40, no. 5 (September 2009): 879–88. http://dx.doi.org/10.1111/j.1467-8535.2008.00873.x.

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18

Dommett, Eleanor J. "Learner ownership of technology-enhanced learning." Interactive Technology and Smart Education 15, no. 1 (March 12, 2018): 79–86. http://dx.doi.org/10.1108/itse-08-2017-0042.

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Purpose This paper aims to examine the different ways in which learners may have ownership over technology-enhanced learning by reflecting on technical, legal and psychological ownership. Design/methodology/approach The paper uses a variety of examples of technology-enhanced learning ranging from open-source software to cloud storage to discuss the three types of ownership. Findings It is suggested that learners do not yet own technology-enhanced learning and that, at present, there are different degrees of learner ownership depending on whether technical, legal or psychological ownership are considered. Originality/value The discussion presented here is the first to consider all three types of ownership of technology-enhanced learning and demonstrates the complexity of the issue when this broad view is considered.

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Daniela, Linda, Anna Visvizi, Calixto Gutiérrez-Braojos, and Miltiadis Lytras. "Sustainable Higher Education and Technology-Enhanced Learning (TEL)." Sustainability 10, no. 11 (October 25, 2018): 3883. http://dx.doi.org/10.3390/su10113883.

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The field of education is not immune to advances in sophisticated information and communication technology (ICT). Going beyond the ICT-hype, the objective of this paper is to examine to what extent and how technology-enhanced teaching and learning (TEL) can enhance teaching and learning and, hence, turn them into levers of sustainable socio-economic growth and development. To address these questions, a multidimensional survey was developed and distributed internationally to lecturers/professors active in the field of higher education. The initial point of departure for this study was consistent with the well-referenced in the literature thesis that TEL has profound value added in view of enhancing the teaching and learning process. Yet, as the outcomes of the survey underpinning the discussion in this paper suggest, there is much more is at stake than that. Indeed, it is argued that several conditions need to be fulfilled if technology is to serve as a benefit, and not an obstacle to teaching and learning, and thus boost the delivery of quality education. This paper outlines them.

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20

Orozco-Messana, Javier, Juan Miguel Martínez-Rubio, and Ana Maria Gonzálvez-Pons. "Sustainable Higher Education Development through Technology Enhanced Learning." Sustainability 12, no. 9 (April 29, 2020): 3600. http://dx.doi.org/10.3390/su12093600.

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Higher education is incorporating Information and Communication Technology (ICT) at a fast rate for different purposes. Scientific papers include within the concept of Technology Enhanced Learning (TEL) the myriad applications of information and communication technology, e-resources, and pedagogical approaches to the development of education. TEL’s specific application to higher education is especially relevant for countries under rapid development for providing quick and sustainable access to quality education (UN sustainable development goal 4). This paper presents the research results of an online pedagogical experience in collaborative academic research for analyzing good practice in TEL-supported higher education development. The results are obtained through a pilot implementation providing curated data on TEL competency’s development of faculty skills and analysis of developing sustainable higher education degrees through TEL cooperation, for capacity building. Given the increased volume and complexity of the knowledge to be delivered, and the exponential growth of the need for skilled workers in emerging economies, online training is the most effective way of delivering a sustainable higher education. The results of the PETRA Erasmus+ capacity-building project provides evidence of a successful implementation of a TEL-supported methodology for collaborative faculty development focused on future online degrees built collaboratively and applied locally.

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21

Jayashanka, Rangana, E. Hettiarachchi, and K. P. Hewagamage. "Technology Enhanced Learning Analytics Dashboard in Higher Education." Electronic Journal of e-Learning 20, no. 2 (February 14, 2022): pp151–170. http://dx.doi.org/10.34190/ejel.20.2.2189.

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During the COVID-19 pandemic period, all the Sri Lankan universities delivered lectures in fully online mode using Virtual Learning Environments. In fully online mode, students cannot track their performance level, their progress in the course, and their performances compared to the rest of the class. This paper presents research work conducted at the University of Colombo School of Computing (UCSC), Sri Lanka, to solve the above problems and facilitate students learning in fully online and blended learning environments using Learning Analytics. The research objective is to design and create a Technology Enhanced Learning Analytics (TELA) dashboard for improving students’ motivation, engagement, and grades. The Design Science research strategy was followed to achieve the objectives of the research. Initially, a literature survey was conducted analyzing features and limitations in current Learning Analytic dashboards. Then, current Learning Analytic plugins for Moodle were studied to identify their drawbacks. Two surveys with 136 undergraduate students and interviews with 12 lecturers were conducted to determine required features of the TELA system. The system was designed as a Moodle Plugin. Finally, an evaluation of the system was done with third-year undergraduate students of the UCSC. The results showed that the TELA dashboard can improve students' motivation, engagement, and grades. As a result of the system, students could track their current progress and performance compared to the peers, which helps to improve their motivation to engage more in the course. Also, the increased engagement in the course enhances the student’s self-confidence since the student can see continuous improvement of his/her progress and performance which in turn improves the student’s grades.

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22

Risquez, Angelica, Michele O'Dwyer, and Ann Ledwith. "Technology enhanced learning and plagiarism in entrepreneurship education." Education + Training 53, no. 8/9 (November 22, 2011): 750–61. http://dx.doi.org/10.1108/00400911111185062.

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23

Clouder, Deanne Lynn. "Technology-enhanced learning: conquering barriers to interprofessional education." Clinical Teacher 5, no. 4 (December 2008): 198–202. http://dx.doi.org/10.1111/j.1743-498x.2008.00243.x.

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24

Bogner, Franz X., and Sofoklis Sotiriou. "A Special Section on Technology-Enhanced Science Education." Advanced Science Letters 4, no. 11 (November 1, 2011): 3301–3. http://dx.doi.org/10.1166/asl.2011.2038.

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25

Berman, Norman, and Leslie Fall. "More About Technology-Enhanced Learning in Medical Education." Academic Medicine 87, no. 3 (March 2012): 255–56. http://dx.doi.org/10.1097/acm.0b013e31824450e3.

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Robin, Bernard R., David A. Cook, and Sara G. McNeil. "More About Technology-Enhanced Learning in Medical Education." Academic Medicine 87, no. 3 (March 2012): 256. http://dx.doi.org/10.1097/acm.0b013e318245f426.

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27

Powar, Kanhaiya P., and Sharad D. Patil. "Promoting Technology-Enhanced Project-Based Learning through Application of 3D Printing Technology for Mechanical Engineering Education." Journal of Engineering Education Transformations 35, S1 (January 1, 2022): 292–98. http://dx.doi.org/10.16920/jeet/2022/v35is1/22042.

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3D printing is a progressively developing technology under umbrella of industrial revolution 4.0 for rapid prototyping and end-use applications. 3D printing technology is nowadays used in all sectors including automotive, civil, agriculture, medical, aerospace, art and jewelry, and education too. In this work, 3D printing technology is employed as a technology-enhanced tool in engineering education in combination with project-based learning for third-year undergraduates. The combined technology-enhanced project-based learning strategy was used to 3D print components of internal combustion engines to enhance students' comprehension of the fundamentals of internal combustion engines. The activity resulted in improvement in the performance of students in the examination (5.15% improvement in CO attainment and more than 10% improvement in all modes of written examination) as well as professional skill development promoting multidisciplinary learning opportunities and lifelong learning. Keywords—3D printing; engineering education; IR4.0; project-based learning; technology-enhanced active learning. JEET Category—Choose one: Research, Practice, or Op-Ed. (Please note, Op-Eds are by invite only. Refer to the Paper Submission and Review Guidelines for more details.)

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Lytras, Miltiadis, Akila Sarirete, and Ernesto Damiani. "Technology-enhanced learning research in higher education: A transformative education primer." Computers in Human Behavior 109 (August 2020): 106350. http://dx.doi.org/10.1016/j.chb.2020.106350.

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Benjamin, Richardean. "Technology in Nursing Education." International Journal of Human Caring 12, no. 2 (March 2008): 57–64. http://dx.doi.org/10.20467/1091-5710.12.2.57.

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Offering on-line and web-enhanced courses provides educational advancement to nursing students who have limited or no access to traditional educational institutions in terms of on campus classes during fixed course times. Two educational institutions describe strategies used to increase access for two student populations through various distance education formats. Critical to success of this endeavor is support to students and faculty. Student satisfaction is directly related to faculty caring behaviors such as respect, frequent timely feedback, personal connection, and empathy. Strategies described reinforce the need to provide faculty support for learning the technology while maintaining sound teaching and learning principles.

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Gerard, Libby F., Keisha Varma, Stephanie B. Corliss, and Marcia C. Linn. "Professional Development for Technology-Enhanced Inquiry Science." Review of Educational Research 81, no. 3 (September 2011): 408–48. http://dx.doi.org/10.3102/0034654311415121.

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Foshee, Cecile M., Stephen N. Elliott, and Robert K. Atkinson. "Technology-enhanced learning in college mathematics remediation." British Journal of Educational Technology 47, no. 5 (April 30, 2015): 893–905. http://dx.doi.org/10.1111/bjet.12285.

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Chiu, Ming Ming, and Magdalena Mo Ching Mok. "Technology-enhanced learning and assessment." Educational Psychology 40, no. 9 (October 1, 2020): 1053–55. http://dx.doi.org/10.1080/01443410.2020.1810909.

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33

Smith, John. "Special Issue Editorial - Technology-enhanced academic language support (TALS)." Journal of University Teaching and Learning Practice 16, no. 4 (October 1, 2019): 2–3. http://dx.doi.org/10.53761/1.16.4.1.

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Welcome to this special issue of the Journal of University Teaching and Learning Practice on the topic of technology-enhanced academic language support (TALS). The academic language abilities of tertiary students have been an area of intense focus for both Australian universities and the Australian federal government for over 10 years. Increasingly, however, universities are turning to digital technologies to enhance or supplement their face-toface support, and this move away from ‘more supported’ approaches to ‘self-help’ and ‘selfaccess’ resources brings with it a host of teaching and learning complexities. This issue brings together some of the current work being conducted in this digital learning and teaching space.

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Alba, George A., and Daniel A. Kelmenson. "Optimising debriefing for technology-enhanced simulation." Medical Education 48, no. 7 (June 9, 2014): 648–50. http://dx.doi.org/10.1111/medu.12481.

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Dexter, Hilary, and Tim Dornan. "Technology-enhanced learning: appraising the evidence." Medical Education 44, no. 8 (July 15, 2010): 746–48. http://dx.doi.org/10.1111/j.1365-2923.2010.03758.x.

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Walker, Robert, and Colin Boylan. "Technology and distance education." Australian and International Journal of Rural Education 2, no. 1 (January 7, 2020): 63–66. http://dx.doi.org/10.47381/aijre.v2i1.271.

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Under the Distance Education Plan of the NSW Department of School Education, the provision of a full secondary education to rural students has been enhanced through the use of technology based communication networks. In the Riverina region of New South Wales, a pilot project linking three Central Schools into a cluster commenced in 1990. This pilot project is known as the Telematics Access Program and is similar to other projects in operation in Victoria and Queensland. Each school is linked to the other schools in the cluster by teleconference, fax and electronic blackboard computer facilities. Through the schools in the cluster sharing teacher expertise and using the technology to link students and teachers, a comprehensive Years 11 and 12 curriculum has been offered to these students. Students can select from 17 subjects currently available.

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Cheng, A., T. R. Lang, S. R. Starr, M. Pusic, and D. A. Cook. "Technology-Enhanced Simulation and Pediatric Education: A Meta-analysis." PEDIATRICS 133, no. 5 (April 14, 2014): e1313-e1323. http://dx.doi.org/10.1542/peds.2013-2139.

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ASADA, Yoshikazu. "Evaluation of Simulation-based Education with Technology Enhanced Learning." JOURNAL OF JAPAN SOCIETY FOR CLINICAL ANESTHESIA 38, no. 1 (2018): 88–92. http://dx.doi.org/10.2199/jjsca.38.88.

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Attalla, Sohayla M., Rishi Kerpusamy, Tengku Hasya Fathiahbt, Tengku Mat Radzuan, NurAmalin Farhana Bt Mohd Hasneeza, Fatin Nur Farzana Binti Mohd Faisal, and Md Gapar Md Johar. "Overview of technology enhanced assessment in higher education institutions." International Journal of Medical Toxicology & Legal Medicine 24, no. 1and2 (2021): 57–65. http://dx.doi.org/10.5958/0974-4614.2021.00009.7.

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Kaas, Merrie J., Derryl E. Block, Melissa Avery, Linda Lindeke, Marti Kubik, Laura Duckett, and Barbara Vellenga. "Technology-enhanced distance education: From experimentation to concerted action." Journal of Professional Nursing 17, no. 3 (May 2001): 135–40. http://dx.doi.org/10.1053/jpnu.2001.23378.

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Zhu, Chang. "Organisational culture and technology-enhanced innovation in higher education." Technology, Pedagogy and Education 24, no. 1 (October 10, 2013): 65–79. http://dx.doi.org/10.1080/1475939x.2013.822414.

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Latchman, H. A., Ch Salzmann, D. Gillet, and H. Bouzekri. "Information technology enhanced learning in distance and conventional education." IEEE Transactions on Education 42, no. 4 [+CDROM] (1999): 247–54. http://dx.doi.org/10.1109/13.804528.

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Ching Yang, Shu. "A case study of technology‐enhanced historical inquiry." Innovations in Education and Teaching International 46, no. 2 (May 2009): 237–48. http://dx.doi.org/10.1080/14703290902844040.

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Serrano, Dolores R., Maria Auxiliadora Dea‐Ayuela, Elena Gonzalez‐Burgos, Alfonso Serrano‐Gil, and Aikaterini Lalatsa. "Technology‐enhanced learning in higher education: How to enhance student engagement through blended learning." European Journal of Education 54, no. 2 (April 5, 2019): 273–86. http://dx.doi.org/10.1111/ejed.12330.

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Ivanović, Mirjana, and Tomáš PitnerI. "Technology-enhanced learning for Java programming." ACM Inroads 2, no. 1 (February 25, 2011): 55–63. http://dx.doi.org/10.1145/1929887.1929906.

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Mor, Yishay, and Niall Winters. "Design approaches in technology-enhanced learning." Interactive Learning Environments 15, no. 1 (April 2007): 61–75. http://dx.doi.org/10.1080/10494820601044236.

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47

Visvizi, Anna, and Linda Daniela. "Technology-Enhanced Learning and the Pursuit of Sustainability." Sustainability 11, no. 15 (July 25, 2019): 4022. http://dx.doi.org/10.3390/su11154022.

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The inroads of sophisticated technologies and related applications in the field of education trigger several developments related not only to the processes of managing education institutions across levels and domains but also pertaining to approaches to teaching and learning. As advances in technology impact all aspects of life, when adopting and adapting to these advances, the education sector is expected to respond to issues and processes that current technological revolution triggers in the entire society. Hence, effective and forward-looking manner of managing technological advances in the education sector today is a necessity to ensure sustainability of that sector in the future. The objective of this Special Issue was to reflect on these issues, to identify the key questions that have to be addressed in this context, and to encourage new critical insights into these developments.

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Oswald, Gina R., Mary J. Huber, Josephine F. Wilson, and Jared Embree. "The Status of Technology-Enhanced Education and Service Delivery in Rehabilitation Counselor Education." Rehabilitation Research, Policy, and Education 29, no. 3 (2015): 194–207. http://dx.doi.org/10.1891/2168-6653.29.3.194.

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Purpose:The purpose of this article is to discuss the upsurge of technology-enhanced rehabilitation education programs and telerehabilitation services, to provide examples of these advancements, and to discuss the implications of this technology for education and the field including the unique advantage to developing technological skills through participation in effective online coursework allowing rehabilitation graduates the requisite transferable skills for competent online service delivery.Method:The authors completed a thorough review of the available literature on online technology-enhanced education programs and online telerehabilitation services.Results:Rehabilitation counselor education and the delivery of rehabilitation services have capitalized on recent technological advancements and provide opportunities to reach students and consumers via the Internet.Conclusion:It is clear that technology-enhanced education and clinical services will have an expanding role in the future of rehabilitation counselor education and practice. There is a unique advantage for students to develop technological skills through participation in effective online coursework. The skills learned from completing online courses are transferable skills for competent online service delivery.

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Houghton, Natasha, Will Houstoun, Sophie Yates, Bill Badley, and Roger Kneebone. "Cross-disciplinary perspectives on the transition to remote education." BMJ Simulation and Technology Enhanced Learning 7, no. 6 (February 12, 2021): 586–89. http://dx.doi.org/10.1136/bmjstel-2020-000814.

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The COVID-19 pandemic has prompted the cancellation of clinical attachments and face-to-face teaching at medical schools across the world. Experiential learning—through simulation or direct patient contact—is essential for the development of clinical skills and procedural knowledge. Adapting this type of teaching for remote delivery is a major challenge for undergraduate medical education. It is also an opportunity for innovation in technology enhanced learning and prompts educators to embrace new ways of thinking. In this article, the authors explored how educators from different disciplines (medicine, music and performing arts) are using technology to enhance practical skills-based learning remotely.The authors, five experienced educators from different fields (surgery, medicine, music and magic), jointly documented the transition to technology enhanced remote teaching through a series of five structured conversations. Drawing from literature on distance learning in medicine and professional experience in education, the authors identified seven practice-enhancing recommendations for optimising teaching of procedural knowledge and skills. These are: (1) make a virtue out of necessity; (2) actively manage your environment; (3) make expectations clear; (4) embrace purposeful communication; (5) use digital resources; (6) be prepared for things to go wrong and (7) personalise the approach. The authors argue that widening the discourse in technology enhanced learning to include cross-disciplinary perspectives adds richness and depth to discussions. This article demonstrates a cross-disciplinary approach to addressing challenges in technology-enhanced medical education.

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Cook, David A., and Rachel H. Ellaway. "Evaluating technology-enhanced learning: A comprehensive framework." Medical Teacher 37, no. 10 (September 4, 2015): 961–70. http://dx.doi.org/10.3109/0142159x.2015.1009024.

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