Bøgh Løkkegaard, Emil, Nøhr, Liv & Hvid Stenalt From emergency teaching to sustainable digital teaching
How teachers' experience is related with needs for organisational support
DOI:
https://doi.org/10.7146/lom.v15i26.130480Abstract
The forced digitalisation of teaching during the corona-lockdowns have raised questions concerning whether, and if so, how, the experiences from this period should leave a mark on future teaching. Both Danish and international research indicate that organisational support is important if such a development is to be sustainable. Strengthening of teachers’ technical capabilities and confidence (experience) as well as recognising and rewarding digital teaching initiatives are highlighted. This article examines what teachers find important organisationally, and whether there is a relation between this and their level of experience. It does so based on open-ended answers given by university teachers, collected through evaluations at UCPH between autumn 2020 and spring 2021. Through an epistemic network analysis, connections between organisational needs, by teachers self-reported level of experience, is examined. The article finds that needs for organisational support vary according to experience level, but also that they overlap despite the amount of experience a teacher has.
Downloads
References
Casanova, D., & Price, L. (2018). Moving towards sustainable policy and practice – a five level framework for online learning sustainability. Canadian Journal of Learning and Technology/La revue canadienne de l’apprentissage et de la technologie, 44(3). https://learntechlib.org/p/188301/
Christensen, I. F., Dalsgaard, C., Georgsen, M. & Hachmann, R. (2021). Undervisning, læring og teknologi under Corona-pandemien. Introduktion til Læring og Medier (LOM) nr. 24, 2021. Læring og Medier (LOM) nr. 24, 1-7. https://doi.org/10.7146/lom.v14i24.129163
Giovannella, C., & Marcello, P. (2020). The effects of the Covid-19 pandemic seen through the lens of the Italian university teachers and the comparison with school teachers’ perspective. INTERACTION DESIGN & AR-CHITECTURE(S), 46, 120-136. https://www.academia.edu/67528495/The_effects_of_the_Covid_19_pandemic_seen_through_the_lens_of_the_Italian_university_teachers_and_the_comparison_with_school_teachers_perspective
Godsk, M. (2021). Coronapandemiens indflydelse på universitetsadjunkters holdning til teknologi i undervisnin-gen. Tidsskriftet Læring og Medier (LOM)., nr. 24. https://doi.org/10.7146/lom.v14i24.125580
Hjelsvold, R., Nykvist, S. S., Lorås, M., Bahmani, A., & Krokan, A. (2020). Educators’ experiences online: How CO-VID-19 encouraged pedagogical change in CS education. In Norsk IKT-konferanse for forskning og utdanning (No. 4). Chicago. https://ojs.bibsys.no/index.php/NIK/article/view/817
Langford, M., & Damsa, C. (2020). Online Teaching in the Time of COVID-19: Academic teachers’ experiences in Norway. Centre for Experiential Legal Learning (CELL), University of Oslo. https://www.jus.uio.no/cell/ressurser/evaluering/rapporter/report-university-teachers-160420-with-annex.pdf
Lyngdorf, N. E. R, Bertel, L. B., Andersen, T. & Ryberg, T. (2021). Problem-baseret læring under en pandemi: Erfa-ringer med digitalt understøttede læringsaktiviteter i en nedlukningstid. Tidsskriftet Læring og Medier (LOM)., nr. 24. https://doi.org/10.7146/lom.v14i24.125686
Shaffer, D. W. (2017). Quantitative ethnography. Cathcart Press, Madison.
Shaffer, D. W., Collier, W., Ruis, A. R. (2016). A tutorial on epistemic network analysis: Analyzing the structure of connections in cognitive, social, and interaction data. Journal of Learning Analytics, 3(3), 9-45.
Shaffer, D., Ruis., A. (2017). Epistemic network analysis: A worked example of theory-based learning analytics. Handbook of learning analytics. https://par.nsf.gov/servlets/purl/10060304
Tartavulea, C. V., Albu, C. N., Albu, N., Dieaconescu, R. I., & Petre, S. (2020). Online Teaching Practices and the Effectiveness of the Educational Process in the Wake of the COVID-19 Pandemic. Amfiteatru Economic, 22(55), 920-936. https://www.ceeol.com/search/article-detail?id=888564
Watermeyer, R., Crick, T., Knight, C., & Goodall, J. (2021). COVID-19 and digital disruption in UK universities: Afflictions and affordances of emergency online migration. Higher Education, 81, 623-641. https://doi.org/10.1007/s10734-020-00561-y
Zhao, S., & Song, J. (2021). What kind of support do teachers really need in a blended learning context?. Australa-sian Journal of Educational Technology, 116-129. https://doi.org/10.14742/ajet.6592
Københavns Universitet. (Besøgt Januar 2022). Education with closer ties to research and practice. https://about.ku.dk/strategy2023/education/
ENA (Besøgt Januar 2022). https://app.epistemicnetwork.org/login.html
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Emil Bøgh Løkkegaard, Liv Nøhr, Maria Hvid Stenalt
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Articles published in the Journal of Learning and Media are licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 Unported Licens.
Authors retain copyright and grant the journal right of first publication; simultaneously articles are licensend under the Creative Commons Attribution license: Attribution-NonCommercial-NoDerviatives (by-nc-nd). Read about this license at https://creativecommons.org/licenses/by-nc-nd/3.0/
---
At LOM.dk, you will also find articles from the discontinued Journal for the Continuing and Further Education of the Danish Universities (UNEV). Note that special rules apply to UNEV articles:
It is the authors and any other copyright holder who have the copyright of articles published under the auspices of UNEV, and access to the articles is contingent on users acknowledging and complying with the associated legal guidelines:
- Users may download and print one copy of any UNEV publication for private studies or research.
- The redistribution of articles or the use of these for revenue-funded activities or commercial purposes are not allowed.
- It is not allowed to distribute the URLs of UNEV articles.
