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Technology-Enhanced Personalized Learning: Lessons from Online Teaching at Three South-East Asian Universities

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Title: Technology-Enhanced Personalized Learning: Lessons from Online Teaching at Three South-East Asian Universities
Language: English
Authors: Kaur Kiran (ORCID 0000-0003-3021-2576), Rohaida Mohd Saat (ORCID 0000-0002-0428-7366), Lieven Demeester (ORCID 0000-0003-1095-0256), Magdeleine Duan Ning Lew (ORCID 0000-0002-0662-3968), Wei Leng Neo (ORCID 0000-0003-3728-1662), Nopphol Pausawasdi (ORCID 0000-0001-6612-3941), Thasaneeya Ratanaroutai Nopparatjamjomras (ORCID 0000-0002-7813-3095)
Source: Contemporary Educational Technology. 2025 17(2):567.
Availability: Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Technology Uses in Education, Individualized Instruction, Computer Assisted Instruction, Web Based Instruction, College Instruction, Universities, Electronic Learning, Feedback (Response), Online Courses, COVID-19, Pandemics
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.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1470041
Database: ERIC
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  Data: Technology-Enhanced Personalized Learning: Lessons from Online Teaching at Three South-East Asian Universities
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  Data: <searchLink fieldCode="AR" term="%22Kaur+Kiran%22">Kaur Kiran</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3021-2576">0000-0003-3021-2576</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rohaida+Mohd+Saat%22">Rohaida Mohd Saat</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0428-7366">0000-0002-0428-7366</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lieven+Demeester%22">Lieven Demeester</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1095-0256">0000-0003-1095-0256</externalLink>)<br /><searchLink fieldCode="AR" term="%22Magdeleine+Duan+Ning+Lew%22">Magdeleine Duan Ning Lew</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0662-3968">0000-0002-0662-3968</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wei+Leng+Neo%22">Wei Leng Neo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3728-1662">0000-0003-3728-1662</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nopphol+Pausawasdi%22">Nopphol Pausawasdi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6612-3941">0000-0001-6612-3941</externalLink>)<br /><searchLink fieldCode="AR" term="%22Thasaneeya+Ratanaroutai+Nopparatjamjomras%22">Thasaneeya Ratanaroutai Nopparatjamjomras</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7813-3095">0000-0002-7813-3095</externalLink>)
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  Data: Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
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  Data: 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.
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    Languages:
      – Text: English
    PhysicalDescription:
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        PageCount: 16
        StartPage: 567
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      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Individualized Instruction
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      – SubjectFull: Computer Assisted Instruction
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      – SubjectFull: COVID-19
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      – SubjectFull: Pandemics
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      – TitleFull: Technology-Enhanced Personalized Learning: Lessons from Online Teaching at Three South-East Asian Universities
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