Abstract
For institutional policies associated with technology-enhanced learning (TEL) instruments, such as blended learning, mobile learning, massive open online courses, and open educational resources, their policy effectiveness is to a large extent affected by how ‘effectiveness’ is conceptualized. Studies on effectiveness of institutional policies reveal that a diverse conceptualization has been employed.
This paper proposes a framework based on the instrumental perspective summarizing different approaches of assessing institutional policy effectiveness and the variables involved in each approach. A systematic literature survey of institutional policies on TEL is conducted, showing that the framework is highly comprehensive in terms of capturing different dimensions of policy effectiveness. This study will provide a point of reference not only on assessing the effectiveness of relevant polices but also for formulating relevant policies by educational administrators.
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Wong, B.YY., Wong, B.TM., Pang, S. (2015). A Framework for Effectiveness of Institutional Policies on Technology-Enhanced Learning. In: Li, K.C., Wong, TL., Cheung, S.K.S., Lam, J., Ng, K.K. (eds) Technology in Education. Transforming Educational Practices with Technology. Communications in Computer and Information Science, vol 494. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-46158-7_18
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DOI: https://doi.org/10.1007/978-3-662-46158-7_18
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