ABSTRACT

This article addresses how technology-enhanced learning (TEL) is implemented in higher education institutions. The study is based on data collected from a nationwide survey and semi-structured interviews with academic managers. The findings suggest that: (1) members of the academic management staff have limited knowledge of institutional strategies; (2) there is a gap between what academic managers believe they do to support and implement TEL and what other academic staff perceive them to actually do; and (3) TEL is seldom discussed during performance assessment reviews. In addition, the study reveals that academic managers have different understandings of the use of educational technology. Those differences appear to be closely related to the individual managers’ assessment of TEL’s role in supporting teaching.

摘要

本文介绍了如何在高等教育机构中实施技术增强型学习（TEL）。这项研究基于从全国范围的调查中收集的数据以及对学术经理人的半结构化访谈。研究结果表明：（1）学术管理人员对制度策略的了解有限；（2）学术管理人员认为他们为支持和实施电话服务所做的工作与其他学术人员认为他们实际所做的工作之间存在差距。（3）在绩效评估审核中很少讨论电话。此外，研究表明，学术管理者对使用教育技术有不同的理解。这些差异似乎与个别经理对TEL在支持教学中的作用的评估密切相关。