Abstract:

The paper presents a study were drivers and barriers for increased use of Technology Enhanced Learning (TEL) in higher education were identified. The overall aim is to create a deeper understanding of change processes to increase utilization of TEL among faculty in higher education. TEL refers to the use of technology to enhance and enrich learning experiences, and are used in a wide manner [1].

To identify drivers and barriers we gathered the Faculty Pedagogical Developers (FPD) [2] at KTH Royal Institute of Technology in 2 focus groups, 4 FPDs in each group. The FPDs are highly motivated teachers, active in different educational programs, with experience of, and interest in, pedagogical issues. Some of the FPDs also have roles as program directors or directors of studies and most have many years of experience of course and program development.

The FPDs are faculty members acting as local change agents, striving towards educationally empowered teachers. Under the assumption that each FPD has unique knowledge about the educational situation and pedagogical initiatives that occur within their field, we could assumed that they would provide high quality answers to questions about drivers and barriers in relation to TEL.

The focus group interviews were recorded, transcribed and a thematic analysis was applied to these transcripts to identify drivers and barriers. This was followed by two occasions where Force Field Analysis [3] was used, first among the authors and then on attendants to a seminar about these findings, verifying the initial analysis.

We have identified ten drivers and ten barriers. The most significant drivers found were: dialogues where teachers can share ideas, automatization with the aim to reduce administration, IT support for the teachers (to assist exploration), tech savvy students and engagement among faculty.

The most significant barriers identified were: lack of time for pedagogical development and uncertainty about future staffing, lack of funding for purchases and lack of central decisions. For example, a long wait for a new learning management system significantly dampened many e-learning initiatives as few were willing to spend time implementing things in a system they knew would disappear in a few years time.

Another finding was that locally developed systems can act as both drivers and barriers: they are drivers when it comes to solving (local) problems and experimentation, but when these systems are cancelled due to lack of funding, obsolete technology or replaced by centralized systems, they become barriers and discourage use and development.

The findings (ten drivers and ten barriers) presented in this paper constitutes a foundation for future discussions about change processes to increase utilization of TEL in higher education.

References:
[1] Authors.
[2] Berglund, A., et al. (2015). “The pedagogical developers initiative-changing educational practices and strengthening cdio skills”. In 11th International CDIO Conference, Chengdu, China, June 8-11 2015.
[3] Lewin, K. (1943). “Defining the 'field at a given time.'”. Psychological review, 50(3), 292.

Keywords:

Technology Enhanced Learning, Higher Education, Drivers, Barriers.