Can self-paced, online learning provide teachers with the competences needed to successfully implement learning technologies?

Publikation: Bidrag til bog/antologi/rapport/konference-proceedingKonferencebidrag i proceedingsForskning

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Resumé

University managements, governments and industry are advocating the implementation of learning technologies in HE as the answer to cost cuttings, student employability, internationalisation etc. Often the overall goal seems to be to simply implement learning technologies to digitise teaching and learning. However, teachers need new competences if learning technologies are to be successfully implemented in higher education and if the potentials are to be realised. But HE teachers must fulfil many roles and have little time to attend courses or workshops to upgrade their competences. Self-paced, online courses may be the answer to this challenge; however, attendance and completion rates in such courses are often low, so it’s important to consider how to engage learners in active participation.
Studies stress that teachers must be guided in the application of new learning technologies and in the development of their own teaching practice for staff development to be successful. A further challenge is therefore, how to design self-paced, online learning that can achieve this.
In May 2017, the SDU Centre for Teaching and Learning launched the self-paced, online course, “Setting up your course in Blackboard”, aimed at teachers at the university. The course aims to support teachers in acquiring the knowledge, skills and competences needed to set up user-friendly course sites on the university’s e-learning platform, communicate effectively with students online and design engaging online activities forstudents.
This paper will explain the theoretical foundation of the learning design and report on the effect together with the participating teachers’ evaluation and experiences.
OriginalsprogEngelsk
TitelConference Proceedings - The Online, Open and Flexible Higher Education Conference 2018 : Blended and Online Learning “Changing the Educational Landscape”
RedaktørerGeorge Ubachs, Fenna Joosten-Adriaanse
Publikationsdatookt. 2018
Sider44-58
ISBN (Elektronisk)978-90-79730-35-3
StatusUdgivet - okt. 2018
BegivenhedThe Online, Open and Flexible Higher Education Conference 2018: Blended and online Learning: Changing the Educational Landscape - Aarhus, Danmark
Varighed: 10. okt. 201812. okt. 2018

Konference

KonferenceThe Online, Open and Flexible Higher Education Conference 2018
LandDanmark
ByAarhus
Periode10/10/201812/10/2018

Fingeraftryk

teacher
learning
employability
Teaching
internationalization
teaching practice
electronic learning
student
staff
participation
industry
university
costs
evaluation
management
experience

Emneord

  • self-paced learning
  • online learning
  • staff development
  • competences
  • learning technologies

Citer dette

Christensen, I-M. F., Kjær, C., & Hansen, P. S. (2018). Can self-paced, online learning provide teachers with the competences needed to successfully implement learning technologies? I G. Ubachs, & F. Joosten-Adriaanse (red.), Conference Proceedings - The Online, Open and Flexible Higher Education Conference 2018: Blended and Online Learning “Changing the Educational Landscape” (s. 44-58)
Christensen, Inger-Marie F. ; Kjær, Christopher ; Hansen, Pernille Stenkil. / Can self-paced, online learning provide teachers with the competences needed to successfully implement learning technologies?. Conference Proceedings - The Online, Open and Flexible Higher Education Conference 2018: Blended and Online Learning “Changing the Educational Landscape”. red. / George Ubachs ; Fenna Joosten-Adriaanse. 2018. s. 44-58
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title = "Can self-paced, online learning provide teachers with the competences needed to successfully implement learning technologies?",
abstract = "University managements, governments and industry are advocating the implementation of learningtechnologies in HE as the answer to cost cuttings, student employability, internationalisation etc. Often theoverall goal seems to be to simply implement learning technologies to digitise teaching and learning. However,teachers need new competences if learning technologies are to be successfully implemented in highereducation and if the potentials are to be realised. But HE teachers must fulfil many roles and have little timeto attend courses or workshops to upgrade their competences. Self-paced, online courses may be the answerto this challenge; however, attendance and completion rates in such courses are often low, so it’s importantto consider how to engage learners in active participation.Studies stress that teachers must be guided in the application of new learning technologies and in thedevelopment of their own teaching practice for staff development to be successful. A further challenge istherefore, how to design self-paced, online learning that can achieve this.In May 2017, the SDU Centre for Teaching and Learning launched the self-paced, online course, “Setting upyour course in Blackboard”, aimed at teachers at the university. The course aims to support teachers inacquiring the knowledge, skills and competences needed to set up user-friendly course sites on the university’se-learning platform, communicate effectively with students online and design engaging online activities forstudents.This paper will explain the theoretical foundation of the learning design and report on the effect together withthe participating teachers’ evaluation and experiences",
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Christensen, I-MF, Kjær, C & Hansen, PS 2018, Can self-paced, online learning provide teachers with the competences needed to successfully implement learning technologies? i G Ubachs & F Joosten-Adriaanse (red), Conference Proceedings - The Online, Open and Flexible Higher Education Conference 2018: Blended and Online Learning “Changing the Educational Landscape”. s. 44-58, The Online, Open and Flexible Higher Education Conference 2018, Aarhus, Danmark, 10/10/2018.

Can self-paced, online learning provide teachers with the competences needed to successfully implement learning technologies? / Christensen, Inger-Marie F.; Kjær, Christopher; Hansen, Pernille Stenkil.

Conference Proceedings - The Online, Open and Flexible Higher Education Conference 2018: Blended and Online Learning “Changing the Educational Landscape”. red. / George Ubachs; Fenna Joosten-Adriaanse. 2018. s. 44-58.

Publikation: Bidrag til bog/antologi/rapport/konference-proceedingKonferencebidrag i proceedingsForskning

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AB - University managements, governments and industry are advocating the implementation of learningtechnologies in HE as the answer to cost cuttings, student employability, internationalisation etc. Often theoverall goal seems to be to simply implement learning technologies to digitise teaching and learning. However,teachers need new competences if learning technologies are to be successfully implemented in highereducation and if the potentials are to be realised. But HE teachers must fulfil many roles and have little timeto attend courses or workshops to upgrade their competences. Self-paced, online courses may be the answerto this challenge; however, attendance and completion rates in such courses are often low, so it’s importantto consider how to engage learners in active participation.Studies stress that teachers must be guided in the application of new learning technologies and in thedevelopment of their own teaching practice for staff development to be successful. A further challenge istherefore, how to design self-paced, online learning that can achieve this.In May 2017, the SDU Centre for Teaching and Learning launched the self-paced, online course, “Setting upyour course in Blackboard”, aimed at teachers at the university. The course aims to support teachers inacquiring the knowledge, skills and competences needed to set up user-friendly course sites on the university’se-learning platform, communicate effectively with students online and design engaging online activities forstudents.This paper will explain the theoretical foundation of the learning design and report on the effect together withthe participating teachers’ evaluation and experiences

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Christensen I-MF, Kjær C, Hansen PS. Can self-paced, online learning provide teachers with the competences needed to successfully implement learning technologies? I Ubachs G, Joosten-Adriaanse F, red., Conference Proceedings - The Online, Open and Flexible Higher Education Conference 2018: Blended and Online Learning “Changing the Educational Landscape”. 2018. s. 44-58