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Título
Exploring teachers’ needs and the existing barriers to the adoption of Learning Design methods and tools: a literature survey
Autor
Año del Documento
2018
Editorial
Wiley
Descripción
Producción Científica
Documento Fuente
British Journal of Educational Technology (accepted, july 2018)
Zusammenfassung
Learning Design (LD) is oriented to support teachers in designing their teaching with the aim to
provide a sound pedagogical background and to make effective use of resources and technologies. In spite of the significant number of LD approaches and tools proposed so far, their adoption is still very limited and this represents an unsolved challenge in the field of LD. This paper presents a systematic review of the literature about learning design tools, tackling the issue of adoption from two points of view: teachers’ needs in relation to LD tools and methods and possible barriers to their adoption. The review includes only research papers where teachers’ behaviours and opinions are directly explored and not purely theoretical papers. The search included five main academic databases in Technology Enhanced Learning (TEL) plus a search on Google about project reports; the resulting corpus included 423 papers: 26 of these, plus 3 reports were included in the final list for the analysis. The review provides a systematic overview of the knowledge developed in the LD field, focusing on a set of research gaps that need further exploration in the future.
Palabras Clave
Tecnología de aprendizaje
Diseño de aprendizaje
ISSN
0007-1013
Revisión por pares
SI
Patrocinador
Ministerio de Economía, Industria y Competitividad (Projects TIN2014-53199-C3-2-R and TIN2017- 85179-C3-2-R)
Junta de Castilla y León (programa de apoyo a proyectos de investigación - Ref. VA082U16)
European Commission (Proyect 588438-EPP-1-2017-1-EL-EPPKA2-KA)
Junta de Castilla y León (programa de apoyo a proyectos de investigación - Ref. VA082U16)
European Commission (Proyect 588438-EPP-1-2017-1-EL-EPPKA2-KA)
Version del Editor
Idioma
eng
Derechos
openAccess
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