Technology enhanced learning environments in higher education: A cross-discipline study on teacher and student perceptions

Teacher and student perceptions of using technology enhanced learning (TEL) in higher education have received growing attention, particularly during COVID-19, however existing studies are mainly disciplinespecific. This study adopts a holistic cross-disciplinary approach. It compares teacher on defining TEL, promotors barriers for its use, solutions offered better use TEL the future. Both qualitative quantitative data were collected from an Australian university. A total 75 teachers 48 students completed online survey, these participants, 24 29 participated follow-up focus group interviews that included Kahoot! surveys. Quantitative results show generally aligned except self-reported savviness confidence was rated than how staff each other. Qualitative analyses reveal both identified main promoters as being: modern expected education, while being equalising, efficient, engaging, authentic, collaborative flexible. The common fear, time, organisational culture, knowledge technical/support issues, along with perceived pitfalls distraction, superficial learning. Solutions future focused institution desire strategic, pedagogical approaches, focussed accessibility, flexibility potential TEL. cross-discipline pre-COVID-19 by has contributed to this area identifying all disciplines be applied whole strategic approaches more effective teaching education. Student accessibility development pedagogically sound digital resources bringing together educational developers discipline experts particular relevance post-COVID-19.