Coronapandemiens indflydelse på universitetsadjunkters holdning til teknologi i undervisningen

Forfattere

  • Mikkel Godsk Centre for Educational Development, Aarhus Universitet

DOI:

https://doi.org/10.7146/lom.v14i24.125580

Nøgleord:

corona, adjunktpædagogikum, digital læringsteknologi, holdning til teknologi, emergency remote teaching, Learning Design, kompetenceudvikling

Resumé

Artiklen undersøger universitetsadjunkter og postdocs inden for det teknisk-naturvidenskabelige områdes ændrede holdning til teknologi i undervisningen, der er med sandsynlighed kan tilskrives coronapandemien. Ved hjælp af en multivariatanalyse baseret på fire enslydende spørgeskemaundersøgelser blandt samtlige teknisk-naturvidenskabelige deltagerne (N = 66) i Aarhus Universitets adjunktpædagogikum umiddelbart ét år før og ét år efter pandemiens udbrud, identificeres der fire temaer af signifikante ændringer i deltagernes holdning til teknologi i undervisningen. Undersøgelsen viser en generelt og signifikant øget, positiv holdning til teknologi i undervisningen og interesse i de elementer, der omhandler pædagogiske metoder og modeller, teknologiens potentiale og rolle samt brugen af videokonference og video. Endvidere er der en signifikant øget interesse i vidensdeling med kolleger og pædagogisk support. Ingen negative holdningsændringer blev identificeret. Undersøgelsen peger således på et stort aktuelt potentiale for undervisningsudvikling og pædagogisk kompetenceudvikling i brug af teknologi på universiteterne, da de holdningsmæssige barrierer blandt undervisere, der før blev anset for vanskelige at overkomme, måske er ved at nedbrydes.

Referencer

Bjælde, O. E., Caspersen, M. E., Godsk, M., Hougaard, R. F., & Lindberg, A. B. (2015). Learning design for science teacher training and educational development. Globally connected, digitally enabled. Proceedings ascilite 2015.

Brickner, D. L. (1995). The effects of first and second-order barriers to change on the degree and nature of computer usage of mathematics teachers: A case study (Doctoral dissertation, Purdue University).

Christensen, C. (2021). ’Vi vender ikke tilbage til det, vi havde før’: Universiteter vil beholde dele af onlineundervisningen. DR Nyheder Indland. 19. marts 2021. Hentet fra: https://www.dr.dk/nyheder/indland/vi-vender-ikke-tilbage-til-det-vi-havde-foer-universiteter-vil-beholde-dele-af

Conole, G., Dyke, M., Oliver, M., & Seale, J. (2004). Mapping pedagogy and tools for effective learning design. Computers & Education, 43(1-2), 17-33.

Dalziel, J., Conole, G., Wills, S., Walker, S., Bennett, S., Dobozy, E., Cameron, L., Badilescu-Buga, E., & Bower, M. (2016). The Larnaca Declaration on Learning Design—2013. In J. Dalziel (Ed.). Learning design: Conceptualizing a framework for teaching and learning online. Routledge.

Dede, C. (1998). Learning with Technology. 1998 ASCD Yearbook. Association for Supervision and Curriculum Development, 1250 N. Pitt St., Alexandria, VA 22314-1453

Dohn, N. B., Godsk, M., & Buus, L. (2019). Learning Design. Tidsskriftet Læring og Medier (LOM), 12(21), 20-20.

Ertmer, P. A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational technology research and development, 47(4), 47-61.

Ferdig, R. E., & Pytash, K. E. (2021). Preface. In Ferdig, R. E., & Pytash, K. E. (eds.). What Teacher Educators Should Have Learned from 2020. AACE-Association for the Advancement of Computing in Education. Hentet fra: https://learntechlib.org/primary/d/219088/

Fisher, C., Dwyer, D. C., & Yocam, K. (1996). Education & Technology: Reflections on Computing in Classrooms. Jossey-Bass Publishers, San Francisco.

Godsk, M. (2013). STREAM: a Flexible Model for Transforming Higher Science Education into Blended and Online Learning. In T. Bastiaens & G. Marks (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (pp. 722-728). Chesapeake, VA: AACE.

Godsk, M. (2014). Efficient learning design - concept, catalyst, and cases. In B. Hegarty, J. McDonald, & S.-K. Loke (Eds.), Rhetoric and Reality: Critical perspectives on educational technology. Proceedings ascilite Dunedin 2014 (pp. 182-189). Hentet fra: https://ascilite2014.otago.ac.nz/files/fullpapers/146-Godsk.pdf

Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause review, 27, 1-12. Hentet fra: https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning

Houlden, S., & Veletsianos, G. (2020). Coronavirus pushes universities to switch to online classes — But are they ready? The Conversation. Hentet fra: https://theconversation.com/coronavirus-pushes-universities-to-switch-to-online-classes-but-are-they-ready–132728

Price, L., & Kirkwood, A. (2011). Enhancing professional learning and teaching through technology: a synthesis of evidence-based practice among teachers in higher education. Higher Education Academy, York, UK. Hentet fra: http://oro.open.ac.uk/30686/

Puentedura, R. (2010). SAMR and TPCK: Intro to Advanced Practice. Hentet fra: http://hippasus.com/resources/sweden2010/SAMR_TPCK_IntroToAdvancedPractice.pdf

Salmon, G. (2012). E-moderating: The key to online teaching and learning. Third Edition. New York: Routledge.

Rambøll (2020). Undersøgelse af online undervisning og eksamen forår 2020. Aarhus Universitet rapport. Oktober 2020. Hentet fra: https://newsroom.au.dk/fileadmin/Artikler/AU_Kommunikation-Medier/Kommunikation/Undersoegelse_af_online_undervisning_og_eksamen_foraar_2020_191020.pdf

Trust, T., & Maloy, R. W. (2021). Foreword. In Ferdig, R. E., & Pytash, K. E. (eds.). What Teacher Educators Should Have Learned from 2020. AACE-Association for the Advancement of Computing in Education. Hentet fra: https://learntechlib.org/primary/d/219088/

Tsai, C. C., & Chai, C. S. (2012). The "third"-order barrier for technology-integration instruction: Implications for teacher education. Australasian Journal of Educational Technology, 28(6). Hentet fra: https://ajet.org.au/index.php/AJET/article/view/810

Witze, A. (2020). Universities Will Never Be the Same after the Coronavirus Crisis. Nature 582. 162-164 (2020) doi: https://doi.org/10.1038/d41586-020-01518-y

Downloads

Publiceret

2021-07-12

Citation/Eksport

Godsk, M. (2021). Coronapandemiens indflydelse på universitetsadjunkters holdning til teknologi i undervisningen. Tidsskriftet Læring Og Medier (LOM), 14(24). https://doi.org/10.7146/lom.v14i24.125580