For institutional policies associated with technology-enhanced learning (TEL) instruments, such as blended learning, mobile learning, massive open online courses, and open educational resources, their policy effectiveness is to a large extent affected by how ‘effectiveness’ is conceptualized. Studies on effectiveness of institutional policies reveal that a diverse conceptualization has been employed.
This paper proposes a framework based on the instrumental perspective summarizing different approaches of assessing institutional policy effectiveness and the variables involved in each approach. A systematic literature survey of institutional policies on TEL is conducted, showing that the framework is highly comprehensive in terms of capturing different dimensions of policy effectiveness. This study will provide a point of reference not only on assessing the effectiveness of relevant polices but also for formulating relevant policies by educational administrators.