A model for evidencing the benefits of technology enhanced learning in higher education in the UK

Abstract

A model for describing and collecting evidence with which to evaluate technologyenhanced learning was developed as part of the Tangible Benefits of e-Learning project which took place in the UK in 2007. This small study sampled innovative technological approaches to support learning in business, health and the humanities in the tertiary sector, and documented the results as case studies. The model, underpinned by theories of the potential of technology to bring about organisational change, is discussed in the context of the results observed. The model illustrates how technology-enhanced pedagogic innovation relies primarily on qualitative evidence, while evidence of the benefits of processautomation can be quantified. The model may help institutions to choose the most appropriate type of evaluation strategy when technology-enhanced learning innovations are being tested. © 2008 Megan Quentin-Baxter, Jacquie Kelly, Stephen Probert, Cary MacMahon and Gill Ferrell