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Towards digitally literate university teachers
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Informatics and Media.
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Informatics and Media.
2009 (English)In: Tidsskriftet Digital kompetanse, ISSN 0809-6724, E-ISSN 0809-714X, Vol. 4, no 2, 104-115 p.Article in journal (Refereed) Published
Abstract [en]

It is challenging for university teachers to adopt constructivist pedagogical practices and to make elearning interactive. Drawing on this challenge, one possible definition of digital literacy of university teachers could be “the ability to create online learning communities enabling cognitive and social presence”. This particular form of digital literacy could be accomplished by creating learning communities of inquiry. This article describes the characteristics of learning communities of inquiry and presents findings from a study depicting current pedagogical practice in university online education. The findings show that many teachers at the examined universities seemed to lack confidence in their role as creators of learning communities and often adopted objectivist instructional design practices. Finally, conclusions and implications for practice in order to achieve learning communities of inquiry are suggested.

Place, publisher, year, edition, pages
2009. Vol. 4, no 2, 104-115 p.
Keyword [en]
Digital literacy, learning communities, higher education, pedagogical practice
National Category
Information Science
Identifiers
URN: urn:nbn:se:uu:diva-120296OAI: oai:DiVA.org:uu-120296DiVA: diva2:303074
Available from: 2010-03-10 Created: 2010-03-10 Last updated: 2017-12-12Bibliographically approved

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