Title of study: Using technology to enhance learning, progression and achievement in Higher Education
The approach to technology use in higher education is largely non evidenced based and centred on specialised individual knowledge at a module level. Research is limited in the contextof a whole program approach to technology enhance learning (Cavanaugh et al., 2008; Jennings and Kachel, 2010; Karamizadeh et al., 2012; Lu and Vela, 2015; MacKeogh and Fox, 2009; Stepanyan et al., 2013). The effectiveness of on-line learning has been researched (Cavanaugh et al., 2008; Jennings and Kachel, 2010; Lu and Vela, 2015; Perry and Pilati, 2011), some have reviewed blended learning (ELDeghaidy and Nouby, 2008; Geçer and Dağ, 2012; Karamizadeh et al., 2012; Wong Lily et al., 2014; Wu et al., 2010) and research has been completed on the use of learning styles (Bishop and Foster, 2011; Graf, et al, 2007; Hong Lu et al., 2007; Santo, 2006; simms, 1998). The research investigated tailoring the use of technology in the classroom using the students learning styles to identify whether this can increase its effectiveness in the learning environment. In addition to the module results and engagement KPI’s, the students views and feedback on the personalisation of their learning environment were gained through the use of learning blogs and focus groups. These views will help gauge the impact of personalised learning with the aim from the research to build a whole programme evidence based model for technology implementation in the sector.
Supervisory team: Prof Paul Gibbs and Dr Alan Page