Influential factors for technology-enhanced learning: professionals’ views

Abstract

Purpose – The literature includes several studies that define different critical success factors (CSF) which have to be considered to support the implementation of technology-enhanced learning (TEL) approaches. An analysis of such studies revealed that (1) regional differences seem to determine the CSF for TEL approaches, (2) certain CSF are relevant for TEL approaches in general, and (3) professionals in higher education determine which influential factors they consider when implementing TEL approaches. Thus, the question arises: in general, which influential factors do professionals in Austrian and German institutions of higher education actually consider when implementing TEL approaches? Design/methodology/approach – The study is a quantitative research approach based on survey data. Findings – The results show that certain influential factors seem to be generally important, such as the factors of respecting learning success or motivation. However, the outcome of the study also indicated that different moderating variables like experiences and personal relevance affect the professionals’ choices. Originality/value – The originality and value are in the approach to identify generally important influential factors for the implementation of TEL approaches in Austrian and German institutions of higher education.

Keywords

• influential factors
• technology-enhanced learning
• importance of influential factors
• moderating effects of influential factors
• opinion of professionals in higher education
• time exposure for influential factors