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This multiple-case study across three South-East Asian universities examines whether technology use in higher education influenced personalized learning and, if so, how. Qualitative analysis of 23 interviews and three document analyses shows that technology increased flexibility, choice, needs-driven adjustments, and broader personalized feedback, supported by training and emotional, physical, and infrastructure resources.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/technology-enhanced-personalized-learning-lessons-from-online-teaching-at-three-south-east-asian-universities/600460/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/technology-enhanced-personalized-learning-lessons-from-online-teaching-at-three-south-east-asian-universities/600460.png","ImageObject",300,407,{"name":92,"@type":93},"OmBimo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about technology use in university teaching?","Question",{"text":112,"@type":113},"It investigates whether technology use during the COVID-19 period influenced personalized learning and, if so, how.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted and what data were analyzed?",{"text":117,"@type":113},"A qualitative approach analyzed 23 individual interviews and three document analyses involving administrators, faculty developers, and instructors.",{"name":119,"@type":110,"acceptedAnswer":120},"What key TEPL outcomes were identified from thematic analysis?",{"text":121,"@type":113},"Technology enhanced flexibility in learning pace, time, and place; increased student choice; enabled needs-driven teaching adjustments; and supported more and broader personalized feedback, sometimes via anonymity.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600460,1792148360,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},962090893581,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Contemporary Educational Technology, 2025, 17(2), ep567  \n ISSN: 1309-517X (Online)   \n OPEN ACCESS  Research Article  \nTechnology-enhanced personalized learning: Lessons from online teaching at three South-East Asian universities  \nKaur Kiran 1  \n 0000-0003-3021-2576  \nRohaida Mohd Saat 2  \n 0000-0002-0428-7366  \nLieven Demeester 3  \n 0000-0003-1095-0256  \nMagdeleine Duan Ning Lew 4  \n 0000-0002-0662-3968  \nWei Leng Neo 4*  \n 0000-0003-3728-1662  \nNopphol Pausawasdi 5  \n 0000-0001-6612-3941  \nThasaneeya Ratanaroutai Nopparatjamjomras 6  \n 0000-0002-7813-3095  \n1 Department of Library & Information Science, Faculty of Arts & Social Science, Universiti Malaya, Kuala Lumpur, MALAYSIA  \n2 Faculty of Education, Universiti Malaya, Kuala Lumpur, MALAYSIA  \n3 Lee Kong Chian School of Business, Singapore Management University, SINGAPORE  \n4 Center for Teaching Excellence, Singapore Management University, SINGAPORE  \n5 Medical Education Technology Center, Faculty of Medicine Siriraj Hospital, Mahidol University, Bangkok, THAILAND  \n6 Siriraj Health Science Education Excellence Center, Faculty of Medicine Siriraj Hospital, Mahidol University, Bangkok, THAILAND  \n* [Corresponding author:](Corresponding author: wlneo@smu.edu.sg)[ wlneo@smu.edu.sg](Corresponding author: wlneo@smu.edu.sg)  \nCitation: 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.  \nContemporary Educational Technology, 17(2), ep567. [https://doi.org/10.30935/cedtech/15946](https://doi.org/10.30935/cedtech/15946)  \nARTICLE INFO ABSTRACT  \nReceived: 10 Jul 2024  \nAccepted: 25 Sep 2024  \nOnline 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 technologyenhanced 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  \ninstitutional support for it, facilitated the growth of TEPL. Universities can explore collaborations to further advance this growth.  \nKeywords: technology-enhanced personalized learning, online teaching and learning, instructors, faculty developers, administrators, university support  \nINTRODUCTION  \nTechnology’s potential in transforming learning has consistently gained traction with education policymakers, practitioners, and researchers. One main vein of interest is technology-enhanced personalized learning (TEPL), which focuses on exploiting technology to provide diverse dimensions or degrees of personalization to serve varying learners’ needs. TEPL can influence ","cbCaiifBXm14XHOd","https://ap.wps.com/l/cbCaiifBXm14XHOd","pdf",341418,16,"English","# Introduction\n## Technology-enhanced personalized learning (TEPL)\n## COVID-19 online teaching context\n## Prior research on learning technologies and participation","[{\"question\":\"What does the study investigate about technology use in university teaching?\",\"answer\":\"It investigates whether technology use during the COVID-19 period influenced personalized learning and, if so, how.\"},{\"question\":\"How was the study conducted and what data were analyzed?\",\"answer\":\"A qualitative approach analyzed 23 individual interviews and three document analyses involving administrators, faculty developers, and instructors.\"},{\"question\":\"What key TEPL outcomes were identified from thematic analysis?\",\"answer\":\"Technology enhanced flexibility in learning pace, time, and place; increased student choice; enabled needs-driven teaching adjustments; and supported more and broader personalized feedback, sometimes via anonymity.\"}]","Technology-enhanced personalized learning - Lessons from online teaching at three South-East Asian universities | PDF",1792090736]