Den blendede undervisers roller og kompetencer
DOI:
https://doi.org/10.7146/lom.v12i22.116133Keywords:
blended learning, underviserroller, kompetencer, videregående uddannelserAbstract
This article contributes knowledge on the roles and competences needed in relation to the planning, delivery and evaluation of effective blended learning and suggestions for alternative ways of organising these tasks. Through literature studies, key points of attention and challenges for the blended teacher are identified. The roles and competences presented in 6 articles are described and analysed. The conclusion is that there is no consensus in the literature on roles, competences or usage of terms. At the same time, little attention is paid to the roles and competences needed to create a good blend. Most often the focus is what it takes to handle the online part of blended learning. The authors present their model of the blended teacher’s roles and competences and establish that it is a tremendously complex task to handle blended learning, and that huge demands are put on the blended teacher. Therefore, alternative ways of organising the work is suggested, namely unbundling of the teacher role, development of resources and competence development for faculty.
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References
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Anderson, T. (2017). How communities of inquiry drive teaching and learning in the digital age. Contact North, 1-16.
Anderson, T., Liam, R., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2), 1-17.
Baran, E., Correia, A.-P., & Thompson, A. (2011). Transforming online teaching practice: critical analysis of the literature on the roles and competencies of online teachers. Distance Education, 32(3), 421-439. doi:10.1080/01587919.2011.610293
Bates, T. (2015). Teaching in a digital age. Guidelines for designing teaching and learning for a digital age. Retrieved from http://www.tonybates.ca/teaching-in-a-digital-age/
Bel, É., & Mallet, M. (2006). Constructionist teaching in the digital age - A case study.
Carril, P. C. M., Sanmamed, M. G., & Sellés, N. H. (2013). Pedagogical roles and competencies of university teachers practicing in the e-learning environment. The International Review of Research in Open and Distributed Learning, 14(3), 462-487.
Charbonneau-Gowdy, P., & Cechova, I. (2017). Blind Alleys: Capturing Learner Attention Online and Keeping it: The Challenges of Blended Learning Programs in Chile and the Czech Republic. Paper presented at the 12th International Conference on e-Learning (ICEL 2017).
Churchill, D., King, M., Webster, B., & Fox, B. (2013). Integrating learning design, interactivity, and technology. Paper presented at the ASCILITE-Australian Society for Computers in Learning in Tertiary Education Annual Conference.
Coppola, N. W., Hiltz, S. R., & Rotter, N. G. (2002). Becoming a virtual professor: Pedagogical roles and asynchronous learning networks. Journal of management information systems, 18(4), 169-189.
Donnelly, R., & McAvinia, C. (2012). Academic development perspectives of blended learning. In Blended learning environments for adults: evaluations and frameworks (pp. 1-18): IGI Global.
Dzuiban, C. D., Hartman, J. L., & Moskal, P. D. (2004). Blended Learning. EDUCAUSE Centre for Applied Research. Research Bulletin, 7.
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105. doi:10.1016/j.iheduc.2004.02.001
Garrison, R., & Vaughan, N. (2008). Blended learning in higher education: Framework, principles, and guidelines: John Wiley & Sons.
Gehrke, S., & Kezar, A. (2015). Unbundling the Faculty Role in Higher Education: Utilizing Historical, Theoretical, and Empirical Frameworks to Inform Future Research. In M. B. Paulsen (Ed.), Higher Education: Handbook of Theory and Research: Volume 30 (pp. 93-150). Cham: Springer International Publishing.
Gerbic, P. (2011). Teaching using a blended approach – what does the literature tell us? Educational Media International, 48(3), 221-234. doi:10.1080/09523987.2011.615159
Gurley, L. E. (2018). Educators' Preparation to Teach, Perceived Teaching Presence, and Perceived Teaching Presence Behaviors in Blended and Online Learning Environments. Online Learning, 22(2), 197-220.
Huang, Q. (2019). Comparing teacher’s roles of F2f learning and online learning in a blended English course. Computer Assisted Language Learning, 32(3), 190-209. doi:10.1080/09588221.2018.1540434
Imbernón, F., Silva, P., & Guzmán, C. (2011). Teaching Skills in Virtual and Blended Learning Environments/Competencias en los procesos de ense-ñanza-aprendizaje virtual y semipresencial. Comunicar, 18(36), 107-114.
Jeffrey, L. M., Milne, J., Suddaby, G., & Higgins, A. (2014). Blended learning: How teachers balance the blend of online and classroom components. Journal of Information Technology Education, 13.
Jia, H. (2017). Shift of English Teacher’s Role In School-Based Blended Learning College English Course. DEStech Transactions on Social Science, Education and Human Science(eemt).
Keller, C., Wass, S., Zetterlind, M., Ghassemali, E., & Seifeddine, S. (2017). Teacher roles in a blended learning materials engineering master program:" It's not a new role, it's a new way!". Paper presented at the 26th EDEN Annual Conference 2017: Diversity matters, Jönköping, 13-16 June, 2017.
Kliger, D. P., & Pfeiffer, E. P. O. T. R. L. B. C. P. (2011). Engaging Students in Blended Courses Through Increased Technology. Journal of Physical Therapy Education, 25(1), 11-14. doi:http://dx.doi.org/10.1097/00001416-201110000-00003
Kurt, S. Ç., & Yıldırım, İ. (2018). The Students' Perceptions on Blended Learning: A Q Method Analysis *. Kuram ve Uygulamada Egitim Bilimleri, 18(2), 427-446. doi:http://dx.doi.org/10.12738/estp.2018.2.0002
Lim, C. P., & Wang, L. (2016). Blended learning for quality higher education: Selected case studies on implementation from Asia-Pacific: UNESCO Bangkok Office.
Macfarlane, B. (2011). The morphing of academic practice: Unbundling and the rise of the para‐academic. Higher Education Quarterly, 65(1), 59-73.
Mathiasen, H. (2004). Lærer- og elevroller i projektorganiseret undervisning med IT. Tidsskrift for Universiteternes Efter- og Videreuddannelse (UNEV), 2(4). doi:10.7146/unev.v2i4.4963
McCowan, T. (2017). Higher education, unbundling, and the end of the university as we know it. Oxford Review of Education, 43(6), 733-748.
Mirriahi, N., Alonzo, D., & Fox, B. (2015). A blended learning framework for curriculum design and professional development: Association for Learning Technology Journal. Research in Learning Technology, 23. doi:http://dx.doi.org/10.3402/rlt.v23.28451
Muhtia, A., Suparno, S., & Sumardi, S. (2018). Blended Learning Using Schoology as an Online Learning Platform: Potentials and Challenges. Paper presented at the English Language and Literature International Conference (ELLiC) Proceedings.
Ocak, M. A. (2011). Why are Faculty Members Not Teaching Blended Courses? Insights from Faculty Members. Computers & Education, 56(3), 689-699. doi:http://dx.doi.org/10.1016/j.compedu.2010.10.011
Okaz, A. A. (2015). Integrating Blended Learning in Higher Education. Procedia - Social and Behavioral Sciences, 186, 600-603. doi:10.1016/j.sbspro.2015.04.086
Roszak, M., Kołodziejczak, B., Kowalewski, W., & Ren-Kurc, A. (2014). Academic blended learning–competences and tools. International Journal of Continuing Engineering Education and Life Long Learning, 24(3-4), 286-301.
Saalman, E. (2011). Engineering education teachers' pedagogical use of digital media shown in projects carried out in a Higher education course: Learning in Digital Media. Paper presented at the SEFI Annual Conference 2011.
Sahni, J. (2019). Does Blended Learning Enhance Student Engagement? Evidence from Higher Education. Journal of e-Learning and Higher Education, 2019, 1-14. doi:10.5171/2019.121518
Sajdak, A., & Koscielniak, M. (2014). Teacher competences and skills for enhancement of learners' motivation within constructivism-based blended learning. International Journal of Continuing Engineering Education and Life-Long Learning, 24(3/4), 219-236. doi:10.1504/IJCEELL.2014.063096
Salmon, G. (2011). E-Moderating: the key to teaching and learning online (3 ed.). New York: Routledge.
Salter, D. (2006). E-Scholars: Staff development through designing for learning. Paper presented at the 23rd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education: Who’s Learning.
Shivam, R., & Singh, S. (2015). Implementation of blended learning in classroom: a review paper. Int. J. Sci. Res. Publ, 5(11), 369-372.
Torrisi-Steele, G., & Drew, S. (2013). The literature landscape of blended learning in higher education: The need for better understanding of academic blended practice. International Journal for Academic Development, 18(4), 371-383.
Uddannelses- og Forskningsministeriet (2013, 5. februar 2013). Begreber. Kvalifikationsrammer. Retrieved from https://ufm.dk/uddannelse/anerkendelse-og-dokumentation/dokumentation/kvalifikationsrammer/begreber
Vaughan, N. (2007). Perspectives on blended learning in higher education. International Journal on E-learning, 6(1), 81-94.
Whiteside, A. L. (2015). Introducing the social presence model to explore online and blended learning experiences. Online Learning, 19(2), n2.
Yu Lei, L. (2010). Research on college English teaching based on blended learning. In (pp. 297-300): IEEE.
Al Ghamdi, A., Samarji, A., & Watt, A. (2016). Essential considerations in distance education in KSA: Teacher immediacy in a virtual teaching and learning environment. International Journal of Information and Education Technology, 6(1), 17.
Anderson, T. (2017). How communities of inquiry drive teaching and learning in the digital age. Contact North, 1-16.
Anderson, T., Liam, R., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2), 1-17.
Baran, E., Correia, A.-P., & Thompson, A. (2011). Transforming online teaching practice: critical analysis of the literature on the roles and competencies of online teachers. Distance Education, 32(3), 421-439. doi:10.1080/01587919.2011.610293
Bates, T. (2015). Teaching in a digital age. Guidelines for designing teaching and learning for a digital age. Retrieved from http://www.tonybates.ca/teaching-in-a-digital-age/
Bel, É., & Mallet, M. (2006). Constructionist teaching in the digital age - A case study.
Carril, P. C. M., Sanmamed, M. G., & Sellés, N. H. (2013). Pedagogical roles and competencies of university teachers practicing in the e-learning environment. The International Review of Research in Open and Distributed Learning, 14(3), 462-487.
Charbonneau-Gowdy, P., & Cechova, I. (2017). Blind Alleys: Capturing Learner Attention Online and Keeping it: The Challenges of Blended Learning Programs in Chile and the Czech Republic. Paper presented at the 12th International Conference on e-Learning (ICEL 2017).
Churchill, D., King, M., Webster, B., & Fox, B. (2013). Integrating learning design, interactivity, and technology. Paper presented at the ASCILITE-Australian Society for Computers in Learning in Tertiary Education Annual Conference.
Coppola, N. W., Hiltz, S. R., & Rotter, N. G. (2002). Becoming a virtual professor: Pedagogical roles and asynchronous learning networks. Journal of management information systems, 18(4), 169-189.
Donnelly, R., & McAvinia, C. (2012). Academic development perspectives of blended learning. In Blended learning environments for adults: evaluations and frameworks (pp. 1-18): IGI Global.
Dzuiban, C. D., Hartman, J. L., & Moskal, P. D. (2004). Blended Learning. EDUCAUSE Centre for Applied Research. Research Bulletin, 7.
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105. doi:10.1016/j.iheduc.2004.02.001
Garrison, R., & Vaughan, N. (2008). Blended learning in higher education: Framework, principles, and guidelines: John Wiley & Sons.
Gehrke, S., & Kezar, A. (2015). Unbundling the Faculty Role in Higher Education: Utilizing Historical, Theoretical, and Empirical Frameworks to Inform Future Research. In M. B. Paulsen (Ed.), Higher Education: Handbook of Theory and Research: Volume 30 (pp. 93-150). Cham: Springer International Publishing.
Gerbic, P. (2011). Teaching using a blended approach – what does the literature tell us? Educational Media International, 48(3), 221-234. doi:10.1080/09523987.2011.615159
Gurley, L. E. (2018). Educators' Preparation to Teach, Perceived Teaching Presence, and Perceived Teaching Presence Behaviors in Blended and Online Learning Environments. Online Learning, 22(2), 197-220.
Huang, Q. (2019). Comparing teacher’s roles of F2f learning and online learning in a blended English course. Computer Assisted Language Learning, 32(3), 190-209. doi:10.1080/09588221.2018.1540434
Imbernón, F., Silva, P., & Guzmán, C. (2011). Teaching Skills in Virtual and Blended Learning Environments/Competencias en los procesos de ense-ñanza-aprendizaje virtual y semipresencial. Comunicar, 18(36), 107-114.
Jeffrey, L. M., Milne, J., Suddaby, G., & Higgins, A. (2014). Blended learning: How teachers balance the blend of online and classroom components. Journal of Information Technology Education, 13.
Jia, H. (2017). Shift of English Teacher’s Role In School-Based Blended Learning College English Course. DEStech Transactions on Social Science, Education and Human Science(eemt).
Keller, C., Wass, S., Zetterlind, M., Ghassemali, E., & Seifeddine, S. (2017). Teacher roles in a blended learning materials engineering master program:" It's not a new role, it's a new way!". Paper presented at the 26th EDEN Annual Conference 2017: Diversity matters, Jönköping, 13-16 June, 2017.
Kliger, D. P., & Pfeiffer, E. P. O. T. R. L. B. C. P. (2011). Engaging Students in Blended Courses Through Increased Technology. Journal of Physical Therapy Education, 25(1), 11-14. doi:http://dx.doi.org/10.1097/00001416-201110000-00003
Kurt, S. Ç., & Yıldırım, İ. (2018). The Students' Perceptions on Blended Learning: A Q Method Analysis *. Kuram ve Uygulamada Egitim Bilimleri, 18(2), 427-446. doi:http://dx.doi.org/10.12738/estp.2018.2.0002
Lim, C. P., & Wang, L. (2016). Blended learning for quality higher education: Selected case studies on implementation from Asia-Pacific: UNESCO Bangkok Office.
Macfarlane, B. (2011). The morphing of academic practice: Unbundling and the rise of the para‐academic. Higher Education Quarterly, 65(1), 59-73.
Mathiasen, H. (2004). Lærer- og elevroller i projektorganiseret undervisning med IT. Tidsskrift for Universiteternes Efter- og Videreuddannelse (UNEV), 2(4). doi:10.7146/unev.v2i4.4963
McCowan, T. (2017). Higher education, unbundling, and the end of the university as we know it. Oxford Review of Education, 43(6), 733-748.
Mirriahi, N., Alonzo, D., & Fox, B. (2015). A blended learning framework for curriculum design and professional development: Association for Learning Technology Journal. Research in Learning Technology, 23. doi:http://dx.doi.org/10.3402/rlt.v23.28451
Muhtia, A., Suparno, S., & Sumardi, S. (2018). Blended Learning Using Schoology as an Online Learning Platform: Potentials and Challenges. Paper presented at the English Language and Literature International Conference (ELLiC) Proceedings.
Ocak, M. A. (2011). Why are Faculty Members Not Teaching Blended Courses? Insights from Faculty Members. Computers & Education, 56(3), 689-699. doi:http://dx.doi.org/10.1016/j.compedu.2010.10.011
Okaz, A. A. (2015). Integrating Blended Learning in Higher Education. Procedia - Social and Behavioral Sciences, 186, 600-603. doi:10.1016/j.sbspro.2015.04.086
Roszak, M., Kołodziejczak, B., Kowalewski, W., & Ren-Kurc, A. (2014). Academic blended learning–competences and tools. International Journal of Continuing Engineering Education and Life Long Learning, 24(3-4), 286-301.
Saalman, E. (2011). Engineering education teachers' pedagogical use of digital media shown in projects carried out in a Higher education course: Learning in Digital Media. Paper presented at the SEFI Annual Conference 2011.
Sahni, J. (2019). Does Blended Learning Enhance Student Engagement? Evidence from Higher Education. Journal of e-Learning and Higher Education, 2019, 1-14. doi:10.5171/2019.121518
Sajdak, A., & Koscielniak, M. (2014). Teacher competences and skills for enhancement of learners' motivation within constructivism-based blended learning. International Journal of Continuing Engineering Education and Life-Long Learning, 24(3/4), 219-236. doi:10.1504/IJCEELL.2014.063096
Salmon, G. (2011). E-Moderating: the key to teaching and learning online (3 ed.). New York: Routledge.
Salter, D. (2006). E-Scholars: Staff development through designing for learning. Paper presented at the 23rd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education: Who’s Learning.
Shivam, R., & Singh, S. (2015). Implementation of blended learning in classroom: a review paper. Int. J. Sci. Res. Publ, 5(11), 369-372.
Torrisi-Steele, G., & Drew, S. (2013). The literature landscape of blended learning in higher education: The need for better understanding of academic blended practice. International Journal for Academic Development, 18(4), 371-383.
Uddannelses- og Forskningsministeriet (2013, 5. februar 2013). Begreber. Kvalifikationsrammer. Retrieved from https://ufm.dk/uddannelse/anerkendelse-og-dokumentation/dokumentation/kvalifikationsrammer/begreber
Vaughan, N. (2007). Perspectives on blended learning in higher education. International Journal on E-learning, 6(1), 81-94.
Whiteside, A. L. (2015). Introducing the social presence model to explore online and blended learning experiences. Online Learning, 19(2), n2.
Yu Lei, L. (2010). Research on college English teaching based on blended learning. In (pp. 297-300): IEEE.
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Published
2020-02-03
How to Cite
Christensen, I.-M. F., Hansen, P. S., & Kjær, C. (2020). Den blendede undervisers roller og kompetencer. Tidsskriftet Læring Og Medier (LOM), 12(22). https://doi.org/10.7146/lom.v12i22.116133
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