Conceptualising the Digital University

Teaching Using Digital Technologies: Transmission or Participation?

“…Calls by policy makers within the institution and beyond, echoing the appeals of enthusiastic educational technology forerunners for the disruption and transformation of teaching and the need to foster 21st century skills, may all be in good faith. However, inadvertently these calls create disheartening pressure not so much expedient to higher education as a "public good" [33] and supposedly a constructive generator of learning networks spanning across the institution, the national, international and transnational realms at large. In consideration of today's technology imbued settings (enfolding seamless entanglements of human and non-human constituents), an expansive perspective such as generated by this explorative study serves as an invitation to rise above the hype, for incorporating contemporary digital technologies that are already very much part of our lives as best fit and serve purpose in our teaching practices too.…”

“…The concerned explorative study, investigating qualitative differences in the experience of using digital technologies for HE teaching, was intentionally taken up to gain an understanding of academics' sensing-making as Selwyn [16] suggests, and possibly make visible teachers' attempts to what Biesta [15] calls "the gift of teaching" in today's world permeated by digital technologies. From the beginning, the research was planned to investigate how the teacher agency is playing out at an institution that is increasingly a digital university [17,33]. The research was purposely taken up as a developmental research enterprise [34,35] for the support of academic development.…”

Student-Conducted Research in the Mission of the American Universities versus the Universities in Ukraine

“…The ultimate digital learning university is currently a promising concept that provides the students with up-to-date educational experience and aims to build a digital way of students' thinking (Johnston, MacNeill & Smyth, 2018). The curriculum at that university is similar to the one which can be observed at brick-and-mortar university.…”

“…The programmes are flexible, often student-tailored, and use a cohort or community-based approach to facilitation or moderation of the course delivery. The distribution of learning time might look like the "80-10-10" learning model in which 80% of the time could be spent on self-study, 10% of the time could be dedicated to watching the video content and doing video-based assignments, and 10% of the time could be used by students to participate in online live sessions (Johnston, MacNeill & Smyth, 2018).…”

Phenomenography and the representation of conceptual uncertainty: A comment on Moffitt

“…More than this, they are a useful resource for supporting academics' professional development in contemporary HE teaching. Several frontline researchers and educational thinkers these last years have been alerting us of the emergent digital university (Gourlay & Oliver, 2018;Johnston, Macniell, & Smyth, 2018;Siemens, Gašević, & Dawson, 2015) and the evolving postdigital nature of contemporary HE teaching and learning (Jandrić et al, 2018). The recent public health crisis triggering the abrupt move of most HE campus-based teaching to the online space and what Hodges, Moore, Lockee, Trust, and Bond (2020) signal as "emergency remote teaching" intensified the pressure and demand for academics' professional development in online teaching competence.…”