Models and instruments for assessing Technology Enhanced Learning Environments in higher education

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14 April 2011
Antonio Manuel Valente de Andrade, Sérgio André Teixeira Ferreira
en, fr, el, sl, es, bg, de, pl, cs, da, et, lv, lt, hu, nl, sk, fi, ro, it, sv, pt-pt
technology enhanced learning environment, quality, evaluation
Higher Education
Models and instruments for assessing Technology Enhanced Learning Environments in higher education

The Bologna Process calls for a substantive change in the pedagogical model of teaching and learning in higher education, focusing on the acquisition of skills by students and not the mere accumulation of knowledge.

Technology Enhanced Learning Environments (TELE) are seen as a fundamental support in teaching reengineering, and may support a more effective approach to constructive educational philosophies.

The evaluation of TELE, as a means of certifying its quality, is giving rise to several initiatives and European experiences. However, the mechanisms for defining quality parameters vary according to different contexts. If assessment aims to function as a management tool, it should seek specific criteria and indicators that would allow it to respond to questions of well-defined contexts. In this study, which stems from a literature review, we present basic guidelines for TELE continuous assessment (as a management tool).

Throughout this article the importance of ongoing, in-context evaluation is emphasized. Models, methods and tools to collect data that permit institutions to develop a properly contextualized assessment process are presented.

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