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Enhancing Iterative Learning – A Technology-Based Perspective

Year: 2026

Type: article

Abstract: A challenge for many academic staff delivering taught provision to undergraduate business students in the United Kingdom (UK) is how to accommodate those learners confronted with numerical subjects not encountered since completing compulsory education. This paper considers the interactive and dynamic nature of the teaching and learning environment through which Video Based Learning resources support first year undergraduate students within the business numeracy subject area. Visualisation and evaluation of the learner/tutor relationship throughout the duration of the curriculum delivery is achieved through the construction of hypothetical models. The Structural Equation Modelling (SEM) method was undertaken to identify influential relationships within the theoretical models. Results indicate that the dynamic learning models developed within this study highlight that the learning process has a number of clearly defined stages. Each stage is both influential in securing an effective learning experience and cumulative in terms of supporting the learner towards both competence and assessment achievement within the study's educational framework.

Source: Journal of Educational Technology Systems

DOI: 10.1177/00472395261452413

Authors: Naowarat Lewis, Rhidian Lewis

Institutions: Anglia Ruskin University, University of Bedfordshire

Language: English

Topic: Online and Blended Learning

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,400