The Value of ‘Technology-Enhanced Learning’ (TEL) in Evidencing Compliance with the ‘Student Contract to Educate’ (SCTE) in a New Era of Accountability in Higher Education
type: CreativeWork
description: This thesis by portfolio with project focus charts a different and practical route to that of a traditional research thesis. The three TEL Projects selected for this research are MCQ assessment (Project 1), Panopto, (Project 2) and Project 3 is a selection of Collaborative Learning Tools (CLT). The main aims of this interdisciplinary research are firstly, to test how well these TEL Tools evidence compliance with key express and implied terms of the SCTE and secondly, to evaluate how well the TEL Tools can transparently track the accountability of three stakeholders (HEI, academic and student) responsible for performing the SCTE and ensuring education is of a ‘high-quality’ however flexibly students choose to learn. In an increasingly litigious sector this thesis also aims to demonstrate the extent to which the TEL Tools and the digital evidence they generate can be used to help avoid, manage and swiftly resolve potentially costly and time-consuming complaints and disputes with students in line with a sensible conflict management approach and adopting less adversarial ADR techniques. The research methodology largely adopts a pedagogical action research approach supported by innovative and unique methodology to address the legal research problems. The research methods combine a quantitative and qualitative mixed methods approach in e.g. the form of annual TEL student surveys comprising open and closed questions. A special case study on ‘high-quality’ academic provision was undertaken combining primary and secondary data. A range of semi focus groups were formed to gain quantitative and qualitative data from students, academics and lawyers specialising in professional negligence, dispute resolution and with knowledge of higher education. Highly innovative research was undertaken to test the TEL Tools independently in their ‘LIVE’ environment at local level and to assess the value of the digital evidence generated by the tools in defending against standard mock student …
abstract: This thesis by portfolio with project focus charts a different and practical route to that of a traditional research thesis. The three TEL Projects selected for this research are MCQ assessment (Project 1), Panopto, (Project 2) and Project 3 is a selection of Collaborative Learning Tools (CLT). The main aims of this interdisciplinary research are firstly, to test how well these TEL Tools evidence compliance with key express and implied terms of the SCTE and secondly, to evaluate how well the TEL Tools can transparently track the accountability of three stakeholders (HEI, academic and student) responsible for performing the SCTE and ensuring education is of a ‘high-quality’ however flexibly students choose to learn. In an increasingly litigious sector this thesis also aims to demonstrate the extent to which the TEL Tools and the digital evidence they generate can be used to help avoid, manage and swiftly resolve potentially costly and time-consuming complaints and disputes with students in line with a sensible conflict management approach and adopting less adversarial ADR techniques. The research methodology largely adopts a pedagogical action research approach supported by innovative and unique methodology to address the legal research problems. The research methods combine a quantitative and qualitative mixed methods approach in e.g. the form of annual TEL student surveys comprising open and closed questions. A special case study on ‘high-quality’ academic provision was undertaken combining primary and secondary data. A range of semi focus groups were formed to gain quantitative and qualitative data from students, academics and lawyers specialising in professional negligence, dispute resolution and with knowledge of higher education. Highly innovative research was undertaken to test the TEL Tools independently in their ‘LIVE’ environment at local level and to assess the value of the digital evidence generated by the tools in defending against standard mock student …
author: McCartney, Annie
language: eng
date published: 2020-12-1
date modified: 2026-07-24T04:39:44Z
provider: University of South Wales
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of South Wales