In most instances, when we speak of ‘technology enhanced learning’ we are in fact referring to technology enhanced teaching, and to institutional goals, rather than to the aims or cognitive gains of individual learners: which ‘virtual learning environments’ are most appropriate for implementation within an institution, for example; or how assessment practices can be aided and enabled by technology; or how we might make access to learning materials easier for students. These are important issues for institutions and for teachers, but their primary concern is oriented to specific teaching and administrative goals (for example, improved assessment and feedback or more flexible course provision) rather than to learning per se.

sian bayne

Bayne, S. (2014) What’s the matter with ‘Technology Enhanced Learning’? Learning, Media and Technology, DOI: 10.1080/17439884.2014.915851. Available: