Southampton Education School

Research Group: Design and utilisation of digital technologies

The Southampton Education School has researchers active in the field of Technology Enhanced Learning; the use of digital technology to support teaching and learning, elearning, in a variety of lifelong and work-related learning settings.

Currently Active: Yes

Group Overview

A primary aim of such research is the promotion of opportunities for educational engagement, participation and inclusion. Our work includes:

  • Studying the underpinning pedagogical beliefs and conceptions of teachers who use digital technologies and the impact this has both the design of digital technologies and the student learning experience
  • Exploring the impact of digital technologies on learners and the role digital technologies can play in promoting inclusion
  • Developing enabling frameworks / models for Technology Enhanced Learning
  • Evaluating strategies and methods for improving and promoting access to digital technologies for learners from diverse backgrounds
  • Evaluating strategies and methods for improving and promoting access to digital technologies for learners from diverse backgrounds

Examples of Recent Thesis Topics

  • The contribution of online learning environments to learning in higher education
  • Staff and students' perceptions of e-learning in Saudi Arabian Higher Education
  • The role of e-portfolios and online identity tools in shaping the identity of adult continuing learners
  • The design and underpinning pedagogy of e-learning in Chinese Higher Education.

More information about the Video Learning Environment in the School of Education.

This research area comes under the Lifelong and Work-Related Learning Research Centre (LaWRL).

Exploring the impact of technology

Exploring the impact of technology


Selected publications associated with this group from the University of Southampton's electronic library (e-prints):


Li, Zhen (2009) Making our way through the e-world: the learning experiences of chinese adult e-learners. Journal of Education, Informatics and Cybernetics, 1, (2), 37-44.
Seale, Jane (2006) A contextualised model of accessible e-learning practice in higher education institutions. Australasian Journal of Educational Technology, 22, (2), 268-288.
Conole, Grainne, Dyke, Martin, Oliver, Martin and Seale, Jane (2004) Mapping pedagogy and tools for effective learning design. Computers and Education, 43, (1-2), 17-33. (doi:10.1016/j.compedu.2003.12.018).
Conole, Grainne and Dyke, Martin (2004) What are the affordances of information and communication technologies? ALT-J, Research in Learning Technology, 12, (2), 113-124. (doi:10.1080/0968776042000216183).
Seale, Jane (2004) The development of accessibility practices in e-learning: an exploration of communities of practice. ALT-J Association for Learning Technology Journal, 12, (1), 51-63. (doi:10.1080/0968776042000211539).


Book Section

Conole, G. and Dyke, M. (2007) Complexity and interconnection: steering e-learning developments from commodification towards co-modification. In, Spencer-Oatey, Helen (ed.) e-Learning Initiatives in China: Pedagogy, Policy and Culture. Hong Kong, Hong Kong University Press, 233-248.
Dyke, Martin, Conole, Gráinne, Ravenscroft, Andrew and de Freitas, Sara (2006) Learning theory and its application to e-learning. In, Conole, Gráinne and Oliver, Martin (eds.) Contemporary Perspectives in E-Learning Research: Themes, Methods and Impact on Practice. Abingdon, UK, Routledge, 82-97. (Open and Flexible Learning Series).

Conference or Workshop Item

Dyke, Martin (2009) The use of live video mediated communication to deliver teacher education in real time. International Forum on Teacher Education (3rd) 2007, Shanghai Shi, CN, 12 - 15 Nov 2009.
Li, Zhen and Dyke, Martin (2009) Chinese adult e-learners experiences: learner reflexivity, relationships and experiential e-learning. In, 4th International Conference on e-Learning, Canada, CA, 16 - 17 Jul 2009. 9pp.
Dyke, Martin, Harding, Alan and Lajeunesse, Sue (2006) Digital observation of teaching practice. In, AERA 2006 Annual Meeting: Conference of the American Educational Research Association, San Francisco, USA, 07 - 11 Apr 2006. 15pp.


Members of staff associated with this group: