The Need to Focus on Digital Pedagogy for Online Learning

Abstract

As pedagogical approaches to teaching and learning continue to evolve to meet the needs of students in a rapidly changing, globalized world that is heavily influenced and reliant on digital technologies, it is anticipated that the learning environments in Higher Education will also be transformed. Consequently, this transformation of learning environments is often synonymous with the adoption of and continued focus on the potential benefits of online learning in the Higher Education sector. It is within this context that this paper reports on a small-scale case study in a large Nordic university where the learning management system, Blackboard was piloted and implemented using a top-down approach consisting of the comprehensive training of academic staff, students and support staff. The explorative approach used in this study identifies three common themes in the data as it follows a group of academic beta testers (N=23) who are involved in the initial phases of implementation. The study explores the educators’ primary use of Blackboard, whilst attempting to understand how academics perceive and interpret the role of online technologies to support effective pedagogical practices. Drawing on data from participant interviews, the study highlights the need for increased academic support for online learning design and a renewed focus on staff development of effective pedagogical practices

Cognitive Features of New Generations of Students as a Reason for Changing Approaches to Teaching Methodology

“…Студенты поколения Z любят получать новые знания и способны запоминать и обрабатывать большие объемы информации. Поэтому, во-первых, технологии и методики, применяемые преподавателями вузов, должны разрабатываться не на базе педагогики, а с учетом андрагогического подхода: в вузе учим уже взрослых людей, которые понимают, зачем они учатся, и преподнесение информации «по-школьному» не только не позволяет современным студентам полноценно воспринимать необходимые знания и формировать требуемые компетенции, но и способствует сохранению определенной инфантильности: мне расскажут, меня научат [5][6][7]. Основа андрагогического подхода к формированию методов обучения, рабочих программ и фонда оценочных средств: учим не для школы, а для жизни, не даем готовые рецепты, а учим самостоятельно находить и обобщать нужную информацию, анализировать и принимать рациональные решения [7].…”

Improving Quality and Inclusive Education on Photogrammetry: New Teaching Approaches and Multimedia Supporting Materials

“…The experimental part has a fundamental role in teaching and knowledge transfer, from remote sensing to surveying activities. Researches on the application of smart approaches to such fields are so increasing in the last years, that all of the already cited approaches have been tested (Kosmatin Fras and Grigillo, 2016;Kravchenko et al, 2016;Hess et al, 2017;Ahlqvist and Schlieder, 2018;Haugsbakken et al, 2019;Gil-Docampo et al, 2019). The common goal is to actively involve students in the process of learning, by iterating field and class work, supported by multimedia tools, like videos, games, tutorials, MOOCs, and so on.…”

Key Factors Needed for Developing a Higher Education Cross-Campus Learning Environment in a Nordic Context

“…The nature of higher education is currently in a state of transition as many Higher Education Institutions (HEI's) place an emphasis on transforming current practices (Ashford-Rowe et al, 2014;Haugsbakken et al, 2019;Nykvist et al, 2022), particularly those associated with hybrid and online learning environments. Similarly, the increased demand for life-long learning opportunities and the changing demographic of students necessitates the need for learning environments that are flexible and responsive to student needs and provide "easy access to campus space, on-and offline environments, as well as 24/7 services" (Ninnemann et al, 2020, p. 28).…”

“…These new program offerings can be viewed as an attempt to transform higher education teaching and learning. Often the driving force behind transformation in HEI's is largely intertwined with the role that digital technologies play (Hannaway, 2019;Haugsbakken et al, 2019;Støckert et al, 2019;Nykvist et al, 2022) and funding is often diverted to the purchase of digital technologies as part of the transformational process. In this study, blended learning is referred to as the combination of face-to-face and online learning experiences to support learning (Nykvist, 2008;Boelens et al, 2018;Bruggeman et al, 2021).…”