For institutional policies associated with technology-enhanced learning (TEL) instruments, such as blended learning, mobile learning, massive open online courses, and open educational resources, their policy effectiveness is to a large extent affected by how ‘effectiveness’ is conceptualized. Studies on effectiveness of institutional policies reveal that a diverse conceptualization has been employed. This paper proposes a framework based on the instrumental perspective summarizing different approaches of assessing institutional policy effectiveness and the variables involved in each approach. A systematic literature survey of institutional policies on TEL is conducted, showing that the framework is highly comprehensive in terms of capturing different dimensions of policy effectiveness. This study will provide a point of reference not only on assessing the effectiveness of relevant polices but also for formulating relevant policies by educational administrators.
CITATION STYLE
Wong, B. Y. Y., Wong, B. T. M., & Pang, S. (2015). A framework for effectiveness of institutional policies on Technology-Enhanced learning. Communications in Computer and Information Science, 494, 175–186. https://doi.org/10.1007/978-3-662-46158-7_18
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