Research Article

Technology-enhanced personalized learning: Lessons from online teaching at three South-East Asian universities

Kaur Kiran 1 , Rohaida Mohd Saat 2 , Lieven Demeester 3 , Magdeleine Duan Ning Lew 4 , Wei Leng Neo 4 * , Nopphol Pausawasdi 5 , Thasaneeya Ratanaroutai Nopparatjamjomras 6
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1 Department of Library & Information Science, Faculty of Arts & Social Science, Universiti Malaya, Kuala Lumpur, MALAYSIA2 Faculty of Education, Universiti Malaya, Kuala Lumpur, MALAYSIA3 Lee Kong Chian School of Business, Singapore Management University, SINGAPORE4 Center for Teaching Excellence, Singapore Management University, SINGAPORE5 Medical Education Technology Center, Faculty of Medicine Siriraj Hospital, Mahidol University, Bangkok, THAILAND6 Siriraj Health Science Education Excellence Center, Faculty of Medicine Siriraj Hospital, Mahidol University, Bangkok, THAILAND* Corresponding Author
Contemporary Educational Technology, 17(2), April 2025, ep567, https://doi.org/10.30935/cedtech/15946
Published Online: 11 February 2025, Published: 01 April 2025
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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.
Keywords: technology-enhanced personalized learning, online teaching and learning, instructors, faculty developers, administrators, university support

CITATION (APA)

Kiran, K., Saat, R. M., Demeester, L., Lew, M. D. N., Neo, W. L., Pausawasdi, N., & Nopparatjamjomras, T. R. (2025). Technology-enhanced personalized learning: Lessons from online teaching at three South-East Asian universities. Contemporary Educational Technology, 17(2), ep567. https://doi.org/10.30935/cedtech/15946

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