h i g h l i g h t s Literature on teacher educators' competences as role models is scarce. Four domains of competence for teacher educators can be identified. Most research focuses on competences to teach with technology. Research on teacher educators' level of competences is limited.

a b s t r a c tThis paper reviews studies of peer feedback from the novel perspective of the providers of that feedback. The possible learning benefits of providing peer feedback in online learning have not been extensively studied. The goal of this study was therefore to explore the process of providing online peer feedback as a learning activity for the provider. We concluded that (1) providing online peer feedback has several potential learning benefits for the provider; (2) when providing online peer feedback, students use different cognitive processes; (3) the cognitive processes and the potential learning benefits can be realised when students use specific elements in the feedback they provide.

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In educational, social or organizational studies, open-ended concept maps are used as an instrument to collect data about and analyze individuals’ conceptual knowledge. Open-ended concept map studies devoted to knowledge and learning apply a variety of methods of analysis. This literature review systematically summarizes the various ways in which open-ended concept maps have been applied in previous studies of knowledge and learning. This paper describes three major aspects of these studies: what methods of analysis were used, what concept map characteristics were considered, and what conclusions about individuals’ knowledge or understanding were drawn. Twenty-five studies that used open-ended concept maps as a research instrument were found eligible for inclusion. In addition, the paper examines associations between the three aspects of the studies and provides guidelines for methodological coherence in the process of such analysis. This review underscores the importance of expatiating on choices made concerning these aspects. The transparency provided by this method of working will contribute to the imitable application of open-ended concept maps as a research tool and foster more informed choices in future open-ended concept map studies.”

There is little consensus about the nature of teachers’ digital competencies in Higher Education. Moreover, existing digital competence frameworks have largely been developed for teachers in secondary education. In response to this, the current study focuses on developing and validating a framework of digital competencies for teachers in Higher Education. First, a review was conducted to determine the state of digital competence research regarding dimensions and definition of digital competence. In a next step, similarities and differences between existing digital competence frameworks were identified. Based on the outcomes of the review and the framework comparison, a framework was developed in an iterative process through expert meetings with policy makers, experts in the field of educational technology, and validated with practitioners. The new framework includes four dimensions of teachers’ digital competencies: (1) Teaching practice, (2) Empowering students for a digital society, (3) Teachers’ digital literacy, and (4) Teachers’ professional development. The resulting Higher Education Digital Competence (HeDiCom) framework will provide guidance and clearer expectations of teachers’ digital competency. Ultimately, improving teachers’ digital competencies will contribute to improving the quality of digital competencies of the students.