Publication Type

Journal Article

Version

publishedVersion

Publication Date

2-2025

Abstract

Online teaching during the COVID-19 pandemic compelled many instructors to seek efficient and effective ways to stay connected with their students and improve the learning experience by using a wide range of available technologies. This multiple-case study, in three South-East Asian universities, investigated whether the use of technology in university teaching and learning during that period influenced personalized learning, and if so, how. The study also explored the kinds of institutional support for teachers and learners that led to increased technology-enhanced personalized learning (TEPL). Using a qualitative approach, the study analyzed 23 individual interviews and 3 document analyses (circulars, announcements, etc.), involving six administrators (AD), six faculty developers (FD), and eleven instructors. Purposeful sampling targeted AD involved in policy development and strategic planning, FD responsible for professional development programs, and instructors with high teaching evaluation scores and expertise in online learning across various disciplines. Thematic analysis revealed that technology enhanced flexibility in learning pace, time, and place, increased student choice in learning methods, enabled needs-driven teaching adjustments, and provided more and broader personalized feedback, sometimes facilitated by anonymity. The provision of training and resources, including emotional, physical, and infrastructure support for students, facilitated the growth of TEPL. The significance of this study lies in discussing how online teaching, and institutional support for it, facilitated the growth of TEPL. Universities can explore collaborations to further advance this growth.

Keywords

technology-enhanced personalized learning, online teaching and learning, instructors, faculty developers, administrators, university support

Discipline

Asian Studies | Instructional Media Design | Technology and Innovation

Research Areas

Operations Management

Publication

Contemporary Educational Psychology

Volume

17

Issue

2

First Page

1

Last Page

16

ISSN

1309-517X

Identifier

10.30935/cedtech/15946

Publisher

Bastas Publications Ltd.

Embargo Period

3-31-2025

Additional URL

http://doi.org/10.30935/cedtech/15946

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