Towards digitally literate university teachers
2009 (English)In: Tidsskriftet Digital kompetanse, ISSN 0809-6724, Vol. 4, no 2, 104-115 p.Article in journal (Refereed) Published
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.
Digital literacy, learning communities, higher education, pedagogical practice
IdentifiersURN: urn:nbn:se:uu:diva-120296OAI: oai:DiVA.org:uu-120296DiVA: diva2:303074