Technology-enhanced learning in English universities: what do students want?

Technology-enhanced learning (TEL) delineates the defining feature of the changed and changing learning landscape in higher education (HE), within which sector its provision and use have escalated over the last decade, prompting what have been described as ‘epoch-making changes’ (Pettigrew & Whipp, 1993, p. 9) to organisational environments, marked by ‘the push to e-learning’ (Trowler et al., 2014, p. 11). It is on that changing landscape that this paper focuses. It presents selected findings from a funded study that examined how strategic change initiatives and the embedding of technological developments in institutions may enhance students’ experience of higher education. Details of the research design will be included in the SRHE conference presentation. Here, to conserve space, we simply explain that we gathered data through interviews with two broad constituencies: • academics, learning technologists and academic developers who had been involved with TEL-related projects in their institutions; • HE students. Presenting the student voice, this paper focuses exclusively on data derived from interviews with students