A study on digital teaching competence of university teachers from Lithuania and Latvia within the peesa project

Abstract

Most of the research efforts were made to investigate digital competence of teachers in secondary schools. However, little attention has been paid to the analysis of digital teaching competence of academic staff in higher education institutions. The aim of the research is to analyse the digital teaching competence of academic staff underpinning elaboration of a research question on on-line training for university teachers. Interdisciplinary research was implemented. The empirical study was carried out in Lithuania and Latvia in 2016. Data collection was based on a questionnaire. The sample included 120 university teachers from project participant countries. The data were processed via quantitative analysis methods. The digital teaching competence of academic staff in Lithuania and Latvia' higher education institutions needs to be developed. A new research question is formulated: How to organise on-line training for academic 1 Norbert Grünwald -Faculty of Engineering, Department of Civil Engineering, Hochschule Wismar, University of Technology, Business and Design, Wismar, Germany. His main field of interest includes mathematics education and operations for engineers, engineering education, innovation and entrepreneurial university, etc. Email: norbert.gruenwald@hs-wismar.de.

The Development of Digital Competences for University Tourism Teachers

“…Statistical values demonstrated a high level of knowledge. Knowledge competence allows creating and editing new digital content, and integrating and reviewing previously obtained knowledge (Grünwald et al, 2016). Knowledge competence facilitates artistic productions, creating multimedia content and computer programming.…”

The Search for an Approach to Develop Educators’ Digital Teaching Competence

“…The current study is specifically sought to elaborate an approach to the development of educators' digital teaching competence. Digital competence refers to a set of knowledge, skills and attitudes that one acquires through the relationship with the media during his/her life path and manages, in a more or less autonomous way, in the various contexts in the era of digital convergence (Grünwald et al, 2016). In light of this, digital competence is a necessary element for individual development which the educational system should integrate in order to ensure effective participation in 21st century.…”

“…social domains such as health, education, and human development have embraced the notion of empowerment, and continue to explore the use of digital technology as a facilitator of attitudinal or behavioral change (rosser et al, 2009). Digital nature implies the use of digital devices in a variety of life situations (Grünwald et al, 2016) such as employment, learning, self-development and participation in society in general, cooperating with different networks and developing processes in particular. consequently, the main principles of the development of digital competence comprise the process of social interactions as well as human-computer interaction.…”

Digital competencies’ assessment and challenges of academic staff: the case of Latvia

“…The previously made research reveals that the overall digital teaching competence of academic staff in Latvia and Lithuania should be developed: on the one side, the university teachers obtained the optimal level of competence in media and equipment, media literacy and teaching staff motivation. On the other side, university teachers' competence that requires a specific professional knowledge in courses, didactics and instructional design, Learning Management Systems and e-moderation is of the low level (Grünwald et al, 2016). The digital competencies of the academic staff have become an essential tool in everyday work, and they are important not only in the study process, but also in the scientific research, communication and administrative work.…”