Editorial: Furthering Research and Development in Technology-Enabled Learning

Abstract

Considerable attention has been paid, in the recent past, to technology-enabled learning (TEL) and how digital technologies have been facilitating teachers, learners and trainers in transforming the ways they approach teaching-learning and development (Kirkwood & Price, 2016; Sankey & Mishra, 2019). Institutions across the globe use TEL to ‘enhance’ the quality of learning and teaching with the use of technology (Browne et al, 2010) and invest considerably in technologies that could have an impact as such. But, the very ‘enhancement’ vis-à-vis ‘impact’ issue was subsequently contested to visualise an ‘enabling’ stance in the use of technology.