Technology Expectations at Higher Education Institutions in the UK

About this project

Advanced information and communication technologies have changed the way teaching and learning are conceptualized and conducted in higher education. 

Technology-enhanced learning, including the use of software and hardware, is now common practice in higher education. However, it is possible that overuse of technology could undermine some of these basic expectations and lead to the Everest syndrome in Education. The Everest Syndrome is the belief that computers should be brought into schools simply because they are there. Furthermore, the COVID-19 pandemic has meant that academics have had to incorporate the use of technology to accommodate for remote learning and social distancing. As expectations could influence teacher-student relationships and student expectations with the use of technology, this research, which will be carried out in the UK, will investigate student expectations in the use of technology during education/learning, and also explore student understanding of the rationale that academics/lecturers use to choose what form of technology to incorporate in higher education.

Our research will explore:

(a) What types of instructional technology students expect to be integrated into teaching when studying at Higher Education Institutions in the UK?

(b) If students feel that they should be informed about the rationale behind the use of various instructional technologies when being taught at Higher Education Institutions in the UK?

(c) How learning and teaching technology expectations have evolved at Higher Education Institutions in the UK?

UK University

StudentCrowd University Awards 2022

for Job Prospects

StudentCrowd University Awards 2022

for Student Satisfaction

Complete University Guide 2022

for Social Inclusion

The Times and The Sunday Times Good University Guide 2023

for Course Content

StudentCrowd University Awards 2022

of Research Impact is ‘Outstanding’ or ‘Very Considerable’

Research Excellence Framework 2021