Comparison of Voluntary and Forced Digital Leaps in Higher Education -- Teachers' Experiences of the Added Value of Using Digital Tools in Teaching and Learning

Autor/inn/en	Kallunki, Veera; Katajavuori, Nina; Kinnunen, Päivi; Anttila, Henrika; Tuononen, Tarja; Haarala-Muhonen, Anne; Pyörälä, Eeva; Myyry, Liisa
Titel	Comparison of Voluntary and Forced Digital Leaps in Higher Education -- Teachers' Experiences of the Added Value of Using Digital Tools in Teaching and Learning
Quelle	In: Education and Information Technologies, 28 (2023) 8, S.10005-10030 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kallunki, Veera) ORCID (Katajavuori, Nina) ORCID (Kinnunen, Päivi) ORCID (Tuononen, Tarja) ORCID (Haarala-Muhonen, Anne) ORCID (Pyörälä, Eeva) ORCID (Myyry, Liisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-11559-7
Schlagwörter	Educational Technology; College Faculty; Teacher Attitudes; Technology Uses in Education; Electronic Learning; COVID-19; Pandemics; Foreign Countries; Intellectual Disciplines; Finland + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Fakultät; Lehrerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Geisteswissenschaften; Finnland
Abstract	The study examines the benefits of digital tools in teaching and learning as experienced by university teachers in two different time periods: (1) during the controlled digital leap before the COVID-19 pandemic (2017-2019); and (2) during the emergency imposition of remote teaching in response to the lockdown aimed at containing the COVID-19 pandemic (2020). Teachers in different academic fields at a large multidisciplinary Finnish university (N1 = 303 and N2 = 265) responded to two open-ended questions as part of a broader questionnaire. The research identified four kinds of benefits related to digital teaching: (1) practical and administrative and (2) independence of time and place, implying practical and technical benefits; as well as (3) enhancing learning and (4) developing teaching, which are primarily pedagogical benefits, related to teaching and learning. Voluntary and forced digital leaps provided different kinds of consequences in teaching and learning. Digital tools generally provided practical and technological benefits for teaching and learning during the controlled digital leap, but they also had positive pedagogical effects. The forced digital leap, in turn, demonstrated the value of time-and-place-independent online teaching and learning. It also exposed differences among academic fields in how teachers experienced the benefits of using digital tools. Support of and training for university teachers should take into account the different needs of faculties and disciplines, and promote dialogue between pedagogical and technological interests. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01