Technology-enhanced personalized learning: Lessons from online teaching at three South-East Asian universities
Issued Date
2025-04-01
Resource Type
eISSN
1309517X
Scopus ID
2-s2.0-105001828916
Journal Title
Contemporary Educational Technology
Volume
17
Issue
2
Rights Holder(s)
SCOPUS
Bibliographic Citation
Contemporary Educational Technology Vol.17 No.2 (2025)
Suggested Citation
Kiran K., Saat R.M., Demeester L., Lew M.D.N., Neo W.L., Pausawasdi N., Nopparatjamjomras T.R. Technology-enhanced personalized learning: Lessons from online teaching at three South-East Asian universities. Contemporary Educational Technology Vol.17 No.2 (2025). doi:10.30935/cedtech/15946 Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/109471
Title
Technology-enhanced personalized learning: Lessons from online teaching at three South-East Asian universities
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Corresponding Author(s)
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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.