Course design for online and blended learning that combines pedagogical know-how with appropriate use of technology. Albert Sangrà presents design models that can help
D2L Announces 2023 Excellence Awards Winners streetinsider.com - get the latest breaking news, showbiz & celebrity photos, sport news & rumours, viral videos and top stories from streetinsider.com Daily Mail and Mail on Sunday newspapers.
This study examines, using a cross-sectional approach, the digital competence of academic teachers at a time when teaching shifted to digital distance learning at the start of the COVID-19 pandemic. Teachers from different academic fields at a large multidisciplinary Finnish university (N=265) responded to a questionnaire about the purposes for which they use digital tools in teaching, how they evaluated their competence at distance teaching during the lockdown of March-May 2020 and their beliefs about distance teaching. The respondents used digital tools in teaching mostly for delivering information. According to their evaluations, their competence in distance teaching increased during the early stages of COVID-19 pandemic in 2020, but their beliefs about distance teaching did not relate to the feelings of competence. Respondents with no experience in distance teaching before the lockdown evaluated their competence as having increased more than did respondents with previous experience
Abstract
The rapid growth of technologies in modern society has brought significant changes to teaching and learning. In higher education, there is an expectation that university teachers will integrate technologies into their teaching to enhance student learning and study. Technologies in higher education have provided teachers with many choices in how to design and implement their teaching practice. Whilst university teachers can use technologies in varying ways in online and face-to-face environments, little empirical evidence has explored in depth how and why teachers integrate technologies into their teaching. Previous research has identified factors that influence university teachers’ technology integration, such as teacher knowledge, self-efficacy and ‘technology value’ (Benson & Ward, 2013, Chen, Liao, Chang, Hung & Chang, 2019; Khan, 2011; Mishra & Yahya, 2007; Horvitz, Beach, Anderson & Xia, 2015; Robinia & Anderson, 2010; Ajjan & Hartshorne, 2008); however, these st