Learning beyond the lecture: a model of weekly online resource use and assessment achievement [Presentation]

This paper investigates the practical implementation of models such as the Technological Pedagogical Content Knowledge (TPACK) framework in higher education. It critically examines the limitations of these models and proposes a refined pedagogical approach that leverages online learning resources. Using Structural Equation Modelling (SEM), the study validates the proposed model, identifying formative assessment, online engagement, and attendance as key variables influencing student outcomes.
Although technology is increasingly embedded in higher education, research into its pedagogical effectiveness remains largely theoretical. This study addresses that gap by exploring the impact of Technology Enhanced Learning (TEL) on student progression and achievement. Specifically, it evaluates whether TEL through the use of online learning resources can positively influence student outcomes at the module level. Establishing this understanding is essential: while higher education continues to debate the personalisation of learning to meet individual student needs, it is first necessary to determine whether TEL, and in particular additional online resources, are effective in enhancing engagement and achievement.
Guided by a pragmatist research philosophy, the study employs mixed methods to assess TEL implementation, with a focus on the use of online learning resources. The findings inform the development of a strategic and scalable pedagogical model for integrating technology into teaching and learning. This model is tested for both effectiveness and statistical validity, offering a framework for consistent and potentially personalised TEL deployment across higher education programmes.
The proposed model contributes to the TEL literature by offering a practical, evidence-based approach to technology integration. It provides actionable guidance for educators and institutions seeking to enhance learning through digital resources, thereby advancing both theory and practice in TEL pedagogy.