Educational Review TEL2018 accepted.pdf (259.8 kB)
Technology-enhanced learning in coaching: a review of literature
journal contribution
posted on 2018-10-22, 08:39 authored by Christopher CushionChristopher Cushion, Robert C. TownsendThe purpose of this review was to address the central theme of technology-enhanced learning (TEL) in coaching. “Technology-enhanced learning” (TEL), has become a widely-accepted term for describing the interface between digital technology and teaching. The aim was to consider the evidence of TEL in coach education, and where appropriate the wider educational field. The review sought to contribute to an evidence base of suggestions that can be promoted and developed inside and outside of coach development structures and interventions for TEL. In addition, the review sought to outline future areas for research, and to stimulate debate about the implementation and effectiveness of technology-enhanced coach learning. The review utilised a critical methodology, using principles of systematic review to gather evidence pertaining to TEL in coaching. From this number, and considering the inclusion criteria, 64 articles were included and reviewed in detail. The review revealed how despite the use of technology in coaching, teaching and learning the evidence of their efficacy is weak, and the use of TEL in coaching requires further longitudinal research that considers learner, pedagogy and pedagogic design in context, in order to understand its potential impact on optimising coach development pedagogies, and therefore, contributing to a discourse of effective coach learning.
History
School
- Sport, Exercise and Health Sciences
Published in
Educational ReviewVolume
71Issue
5Pages
631-649Citation
CUSHION, C.J. and TOWNSEND, R.C., 2018. Technology-enhanced learning in coaching: a review of literature. Educational Review, 71 (5), pp.631-649.Publisher
Taylor & Francis (© Educational Review)Version
- AM (Accepted Manuscript)
Publisher statement
This is an Accepted Manuscript of an article published by Taylor & Francis in Educational Review on 23 Apr 2018, available online: https://doi.org/10.1080/00131911.2018.1457010Acceptance date
2018-03-10Publication date
2018-04-23Copyright date
2019ISSN
0013-1911eISSN
1465-3397Publisher version
Language
- en