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

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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
Original languageEnglish
Title of host publicationConference Proceedings - The Online, Open and Flexible Higher Education Conference 2018 : Blended and Online Learning “Changing the Educational Landscape”
EditorsGeorge Ubachs, Fenna Joosten-Adriaanse
Publication dateOct 2018
Pages44-58
ISBN (Electronic)978-90-79730-35-3
Publication statusPublished - Oct 2018
EventThe Online, Open and Flexible Higher Education Conference 2018: Blended and online Learning: Changing the Educational Landscape - Aarhus, Denmark
Duration: 10. Oct 201812. Oct 2018

Conference

ConferenceThe Online, Open and Flexible Higher Education Conference 2018
CountryDenmark
CityAarhus
Period10/10/201812/10/2018

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

Cite this

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? In G. Ubachs, & F. Joosten-Adriaanse (Eds.), Conference Proceedings - The Online, Open and Flexible Higher Education Conference 2018: Blended and Online Learning “Changing the Educational Landscape” (pp. 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”. editor / George Ubachs ; Fenna Joosten-Adriaanse. 2018. pp. 44-58
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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? in G Ubachs & F Joosten-Adriaanse (eds), Conference Proceedings - The Online, Open and Flexible Higher Education Conference 2018: Blended and Online Learning “Changing the Educational Landscape”. pp. 44-58, The Online, Open and Flexible Higher Education Conference 2018, Aarhus, Denmark, 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”. ed. / George Ubachs; Fenna Joosten-Adriaanse. 2018. p. 44-58.

Research output: Chapter in Book/Report/Conference proceedingArticle in proceedingsResearch

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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? In Ubachs G, Joosten-Adriaanse F, editors, Conference Proceedings - The Online, Open and Flexible Higher Education Conference 2018: Blended and Online Learning “Changing the Educational Landscape”. 2018. p. 44-58