Stakes in the potential of technology-enhanced learning: a STEM faculty case study

Abstract

To successfully enhance learning in higher education with technology, it is essential to understand the main stakes in the potential of technology-enhanced learning. This paper presents a case study of these stakes at a traditional, campus-based STEM faculty. Based on four surveys, the paper identifies which potential educational purposes of technology that are prioritised by the management, the educators in general, the educators engaged in Learning Design, and the students in general as well as which prioritisations that are convergent and divergent. Furthermore, the paper discusses how these stakes may inform building an efficient Learning Design practice.