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19 Int'l J. Educ. Tech. Higher Educ. 1 (2022)

handle is hein.journals/intjedth19 and id is 1 raw text is: Fominykh etal.IntiEducTechnolHigh Educ (2022)19:1 https-//doi.org/10.1186/s41239-021-00305-7 International journal of Educational Technology in Higher Education What do they TEL(L)? A systematic analysis of master programs in technology-enhanced learning Mikhail Fominykh Joshua Weidlich2, Marco Kalz2 and Ingunn Dahler Hybertsen' *Correspondence: Abstract mIkhai .fominykh@ntnu.no Norwegian University This article contributes to the debate on the growing number of interdisciplinary ofScen eandecnology, study programs in learning and technology, and aims to understand the diversity of Trondheim, Norway Full list ofauthor information programs as well as curricula structure in an international landscape. Scientific fields is available at the end ofthe share their knowledge and recruit young researchers by offering discipline-specific article study programs. Thus, study programs are a reflection of the fields they represent. As technology-enhanced learning is considered to be particularly interdisciplinary and heterogenous, it is important to better understand the landscape of study programs that represents the field. This article presents an analysis of master programs in technol- ogy-enhanced learning. A systematic review and analysis of master programs offered in English has been conducted and further used as input for hierarchical cluster analysis. The study identified general characteristics, curricula structure, and organization of topics of these programs. Hierarchical cluster analysis and qualitative content analysis helped us to identify the major types of curricular structures and typical topics covered by the courses. Results show that most study programs rely on interdisciplinary sub- jects in technology-enhanced learning with a considerable number of subjects from education, learning and psychology. Subjects related to technology, information and computer science appear in such programs less frequently. Keywords: Technology-enhanced learning, Study program analysis, Curriculum analysis, Hierarchical cluster analysis C Springer Open Introduction The field of technology-enhanced learning (TEL) is a relatively young research domain. The term was coined in the context of working groups initiated by the European Com- mission in 2000. It is now broadly used to designate a field of research aiming at improving learning by integrating current technologies and designing innovative ones (Bourdeau & Balacheff, 2014). Kirkwood and Price (2014) state that the term has been used since around 2005 to describe a research focus concentrating on the impact of technology on learning. Similar to its broader and longer-established counterpart, edu- cational technology, the research focus of TEL has led to interdisciplinary perspectives integrating theories and methods from education, psychology, and computer science © The Author(s), 2022. Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the mate- rial. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directlyfrom the copyright holder.To view a copyof this licence, visit httpy/ creativecommons.org/licenses/by/4.0/.

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