ICT in higher education

This research line aims to set-up studies that contribute to answering the question regarding the existence of significant and relevant effects on student outcomes of the current use of technology in education. There is a clear link with the previous research line in that we suggest that technology encourages interactive engagement inside and outside the classroom, and interactive engagement will improve students’ learning. Several studies have looked globally into interactive engagement methods, enhanced with educational technologies such as clickers, learning management systems and the web (among others).

Our basic assumption, though, is that not technology as such but the combination of technology, pedagogy and content knowledge makes these methods effective. From this perspective we will study several e-learning options and look into the effects of online-learning modes like rapidly developing MOOCs. It will be relevant to study current developments in MOOCs and the way this development has an impact on teaching skills and professional development in higher education. We will also aim at the development of (research) instruments – to be used within the MOOCs by the participants – to observe the quality of teaching in the higher education setting (I-CALT in HE).

Key publications

• Malefyane Tlhoaele, Adriaan Hofman, Koos Winnips, Yta Beetsma (2015): Exploring the Relationship Between Factors That Contribute to Interactive Engagement and Academic Performance. Journal of Education and Training, Vol. 2, No 1.
• Malefyane Tlhoaele, Adriaan Hofman, Ari Naidoo & Koos Winnips (2013): Using clickers to facilitate interactive engagement activities in a lecture room for improved performance by students. In: Innovations In Education & Teaching International. http://dx.doi.org/10.1080/14703297.2013.796725
• Wieling, M. & Hofman, W.H.A. (2010): Student performance effects of enriched online classroom video recordings. In: Computers and Education, 54 (2010), pp. 992-998