The Effects of Task Demand and External Stimuli on Learner’s Stress Perception and Job Performance

Abstract

**DESCARGO LIBRO ENTERO *** In the midst of growing transformation, many within higher education cling resolutely to more familiar structures and delivery models, having little but a cursory regard to the events which are unfolding. This paper seeks to highlight the various potencies which are hastening fundamental change within higher education, particularly with regard to the provision of continuing professional development (CPD). It encourages the adaptation of appropriate pedagogies designed specifically to facilitate technology-enhanced teaching and learning methodologies, reflecting the cognitive and collaborative learning modes of current and future learners. Ultimately, the evidential content suggests the necessity to embrace educational technological affordances in order to support the evolution of higher education.