Den blendede undervisers roller og kompetencer

  • Inger-Marie Falgren Christensen SDU Universitetspædagogik, Syddansk Universitet
  • Pernille Stenkil Hansen Syddansk Universitet
  • Christopher Kjær Syddansk Universitet
Nøgleord: blended learning, underviserroller, kompetencer, videregående uddannelser

Resumé

Denne artikel bidrager med viden om de roller og kompetencer, der er behov for hos undervisere ifm. tilrettelæggelse, gennemførelse og evaluering af effektiv blended learning og forslag til alternative måder at organisere disse opgaver på. Via litteraturstudier identificeres de mest centrale opmærksomhedspunkter og udfordringer for den blendede underviser. Rollegallerier og kompetence-paletter præsenteret i 6 tekster gennemgås og analyseres. Det konkluderes, at der ikke er konsensus i litteraturen om roller, kompetencer og anvendelse af begreber. Samtidig er det underbelyst, hvilke roller og kompetencer, der er nødvendige for at skabe et godt blend. Fokus er oftest, hvad det kræver at varetage online delen af blended learning. Forfatterne præsenterer deres bud på den blendede undervisers roller og kompetencer og konstaterer, at det er en særdeles kompleks opgave at varetage blended learning, og at der stilles store krav til den blendede underviser. Derfor foreslås alternative måder at organisere arbejdet på, nemlig unbundling af underviserrollen, udvikling af ressourcer og tilrettelæggelse af kompetenceudvikling.

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Publiceret
2020-02-03
Citation/Eksport
Christensen, I.-M., Hansen, P., & Kjær, C. (2020). Den blendede undervisers roller og kompetencer. Tidsskriftet Læring Og Medier (LOM), 12(22). https://doi.org/10.7146/lom.v12i22.116133
Sektion
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