TY - GEN
T1 - Effectiveness of technology enhancement in blended learning
T2 - 1st International Conference on Technology in Education, ICTE 2014
AU - Li, Kam Cheong
AU - Lam, Helen
AU - Lee, Terry
N1 - Publisher Copyright:
© Springer-Verlag Berlin Heidelberg 2015.
PY - 2015
Y1 - 2015
N2 - Studies on institutional policies on the use of technology in blended learning reveal that technology choices and policy implementation are largely governed by three common perceptions: (1) technology per se has its own logic of effectiveness and operation, (2) the choice of technology is based on its utilities across contexts, and (3) the application of technology is pre-determined. However, this commonality overlooks the existence of various factors that shape the effectiveness of technology at different stages of application. This paper examines, via the perspective of policy instrument, various factors that may hinder or facilitate the effectiveness of technology in blended learning. The use of technology is conceptualized as a policy instrument in the process of formulating and implementing institutional policies on blended learning. Its effectiveness is analyzed using four theories of policy instrument, namely the ‘classical’, ‘contextual’, ‘instrument-context’ and ‘constitutive’ approaches to instrument. Results of the analysis show the dynamic nature of effectiveness which should be considered when formulating institutional policies on technology-enhanced learning.
AB - Studies on institutional policies on the use of technology in blended learning reveal that technology choices and policy implementation are largely governed by three common perceptions: (1) technology per se has its own logic of effectiveness and operation, (2) the choice of technology is based on its utilities across contexts, and (3) the application of technology is pre-determined. However, this commonality overlooks the existence of various factors that shape the effectiveness of technology at different stages of application. This paper examines, via the perspective of policy instrument, various factors that may hinder or facilitate the effectiveness of technology in blended learning. The use of technology is conceptualized as a policy instrument in the process of formulating and implementing institutional policies on blended learning. Its effectiveness is analyzed using four theories of policy instrument, namely the ‘classical’, ‘contextual’, ‘instrument-context’ and ‘constitutive’ approaches to instrument. Results of the analysis show the dynamic nature of effectiveness which should be considered when formulating institutional policies on technology-enhanced learning.
KW - Blended learning
KW - Effectiveness of policy instruments
KW - Institutional policies
KW - Technology as policy instrument
UR - http://www.scopus.com/inward/record.url?scp=84922390497&partnerID=8YFLogxK
U2 - 10.1007/978-3-662-46158-7_19
DO - 10.1007/978-3-662-46158-7_19
M3 - Conference contribution
AN - SCOPUS:84922390497
T3 - Communications in Computer and Information Science
SP - 187
EP - 198
BT - Technology in Education
A2 - Li, Kam Cheong
A2 - Cheung, Simon K.S.
A2 - Wong, Tak-Lam
A2 - Lam, Jeanne
A2 - Keung Ng, Kwan
Y2 - 2 July 2014 through 4 July 2014
ER -