Název: The role of peer learning among university teachers in integrating digital technologies into higher education teaching
Zdrojový dokument: Studia paedagogica. 2022, roč. 27, č. 2, s. [131]-149
Rozsah
[131]-149
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2022-2-6
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/digilib.76936
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
The article is based on research aimed at exploring how teachers from the Faculty of Arts at Masaryk University integrated digital technologies into their teaching in connection with the transition to emergency remote teaching. The main research question was aimed at identifying the role played by peer learning among university teachers in integrating digital technologies into higher education teaching. The data were collected through in-depth semi-structured interviews with 34 teachers from the Faculty of Arts at Masaryk University in the fall semester of 2020. The results indicate that although teachers valued the support of a technological workplace, they more strongly considered consultations with and advice from their colleagues. I identified four main roles played by peer learning among university teachers in integrating digital technologies into higher education teaching. The roles are: offering emotional support, understanding needs, providing intelligible advice, and mediating experience. I also address two limitations to peer learning that need to be considered: the limited variety of technological tools and fragmented and unsubstantiated procedures. Studies have repeatedly shown that peer learning plays a long-term role in the process of integrating and adapting technologies into higher education; however, until now we have lacked information on the significance of peer learning for teachers in integrating digital technologies and on its limitations, both of which I address in this study.
eng
cze
Reference
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[38] Tenenberg, J. (2014). Learning through observing peers in practice. Studies in Higher Education, 41(4), 756–773. https://doi.org/10.1080/03075079.2014.950954 | DOI 10.1080/03075079.2014.950954
[39] Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computer & Education, 59(1), 134–144. https://doi.org/10.1016/j.compedu.2011.10.009 | DOI 10.1016/j.compedu.2011.10.009
[40] Webb, N. M., Farivar, S. H., & Mastergeorge, A. M. (2002). Productive helping in cooperative groups. Theory into Practice, 41(1), 13–20. https://doi.org/10.1207/s15430421tip4101_3
[41] Weidlich, J., & Kalz, M. (2021). Exploring predictors of instructional resilience during emergency remote teaching in higher education. International Journal of Educational Technology in Higher Education, 18(1), 1–26. https://doi.org/10.1186/s41239-021-00278-7 | DOI 10.1186/s41239-021-00278-7
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[3] Baran, E. (2016). Investigating faculty technology mentoring as a university-wide professional development model. Journal of Computing in Higher Education, 28, 45–71. https://doi.org/10.1007/s12528-015-9104-7 | DOI 10.1007/s12528-015-9104-7
[4] Baran, E., & Correia, A.-P. (2014). A professional development framework for online teaching. TechTrends, 58(5), 95–101. https://doi.org/10.1007/s11528-014-0791-0
[5] Boud, D., Cohen, R., & Sampson, J. (Eds.. (2001). Peer learning in higher education: Learning from and with each other. Making the move to peer learning. Kogan Page.
[6] Boud, D., & Lee, A. (2005). 'Peer learning' as pedagogic discourse for research education. Studies in Higher Education, 30(5), 501–516. https://doi.org/10.1080/03075070500249138 | DOI 10.1080/03075070500249138
[7] Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), 1–6. https://doi.org/10.5281/zenodo.3778083
[8] Buchanan, T., Sainter, P., & Saunders, G. (2013). Factors affecting faculty use of learning technologies: implications for models of technology adoption. Journal of Computing in Higher Education Volume, 25, 1–11. https://doi.org/10.1007/s12528-013-9066-6
[9] Cameron-Standerford, A., Menard K., Edge C., Bergh B., Shayter A., Smith K., & VandenAvond L. (2020). The phenomenon of moving to online/distance delivery as a result of COVID-19: Exploring initial perceptions of Higher Education Faculty at a Rural Midwestern University. Frontiers in Education, 5,1–11. https://doi.org/10.3389/feduc.2020.583881 | DOI 10.3389/feduc.2020.583881
[10] Downing, J. J., & Dyment, J. E. (2013). Teacher educators' readiness, preparation, and perceptions of preparing preservice teachers in a fully online environment: An exploratory study. The Teacher Educator, 48(2), 96–109. https://doi.org/10.1080/08878730.2012.760023 | DOI 10.1080/08878730.2012.760023
[11] Eekelen, I. M. V., Boshuizen, H. P. A. & Vermunt, J. D. (2005). Self-regulation in higher education teacher learning. Higher Education, 50, 447–471. https://doi.org/10.1007/s10734-004-6362-0
[12] Englund, C., Olofsson, A. D., & Price, L. (2017). Teaching with technology in higher education: Understanding conceptual change and development in practice. Higher Education Research & Development, 36(1), 73–87. https://doi.org/10.1080/07294360.2016.1171300 | DOI 10.1080/07294360.2016.1171300
[13] Ertmer, P. A., Ottenbreit-Leftwich, A. T., & Tondeur, J. (2015). Teachers' beliefs and uses of technology to support 21st -century teaching and learning. In H. Fives & M. G. Gill (Eds.), International handbook of research on teacher beliefs (pp. 403–418). Routledge.
[14] Georgina, D. A., & Olson, M. R. (2008). Integration of technology into higher education: A review of faculty self-perceptions. The Internet and Higher Education, 11(1), 1–8. https://doi.org/10.1016/j.iheduc.2007.11.002 | DOI 10.1016/j.iheduc.2007.11.002
[15] Gronseth, S., Brush, T., Ottenbreit-Leftwich, A., Strycker, J., Abaci, S., Easterling, W., Roman, T., Shin, S., & van Leusen, P. (2010). Equipping the next generation of teachers: Technology preparation and practice. Journal of Digital Learning in Teacher Education, 27(1), 30–36. https://doi.org/10.1080/21532974.2010.10784654
[16] Hammersley-Fletcher, L., & Orsmond, P. (2006). Reflecting on reflective practices within peer observation, Studies in Higher Education, 30(2), 213 –224. https://doi.org/10.1080/03075070500043358 | DOI 10.1080/03075070500043358
[17] Hendry, G. D., & Oliver, G. R. (2012). Seeing is believing: The benefits of peer observation. Journal of University Teaching & Learning Practice, 9(1), 1–9. https://doi.org/10.53761/1.9.1.7
[18] Hendry, G. D., Bell, A., & Thomson, K. (2013). Learning by observing a peer's teaching situation. International Journal for Academic Development 19(4). https://doi.org/10.1080/1360144X.2013.848806
[19] Horsburgh, J., & Ippolito, K. (2018). A skill to be worked at: Using social learning theory to explore the process of learning from role models in clinical settings. BMC Medical Education, 18(1), 1–8. https://doi.org/10.1186/s12909-018-1251-x | DOI 10.1186/s12909-018-1251-x
[20] Chukwunonso, F., & Oguike, M. C. (2013). An evaluation framework for new ICTs adoption in architectural education. International Journal of Informatics and Communication Technology (IJ-ICT), 2(3), 183–189. https://doi.org/10.11591/ij-ict.v2i3.5285 | DOI 10.11591/ij-ict.v2i3.5285
[21] Johnson, N., Veletsianos, G., & Seaman, J. (2020). US faculty and administrators' experiences and approaches in the early weeks of the COVID-19 pandemic. Online Learning, 24(2), 6–21. https://doi.org/10.24059/olj.v24i2.2285
[22] Le, V., T., Nguyen, N., H., Tran, T., L., N., Nguyen, L., T., Nguyen, T., A., & Nguyen, M., T. (2022). The interaction patterns of pandemic-initiated online teaching: How teachers adapted. System, 105, 102755. https://doi.org/10.1016/j.system.2022.102755
[23] Lintner, T. (2020). Siete vo vzdelávaní: Možnosti využitia analýzy sociálnych sietí v pedagogickom výzkume. Studia paedagogica, 25(3), 153–185. https://doi.org/10.5817/SP2020-3-6 | DOI 10.5817/sp2020-3-6
[24] Liu, Q., Geertshuis, S., & Grainger, R. (2020). Understanding academics' adoption of learning technologies: A systematic review. Computers and Education, 151, 103857. https://doi.org/10.1016/j.compedu.2020.103857 | DOI 10.1016/j.compedu.2020.103857
[25] Marek, K. (2009). Learning to teach online: Creating a culture of support for faculty. Journal of Education for Library and Information Science, 50(4), 275–292.
[26] Marek, M. W., Chew, C. S., & Wu, W.-C. V. (2021). Teacher experiences in converting classes to distance learning in the COVID-19 pandemic. International Journal of Distance Education Technologies (IJDET), 19(1), 89–109. https://doi.org/10.4018/IJDET.20210101.oa3 | DOI 10.4018/ijdet.20210101.oa3
[27] Mercader, C. & Gairín, J. (2020). University teachers' perception of barriers to the use of digital technologies: the importance of the academic discipline. International Journal of Educational Technology in Higher Education, 17(4), 1–14. https://doi.org/10.1186/s41239-020-0182-x | DOI 10.1186/s41239-020-0182-x
[28] Naylor, D., & Nyanjom, J. (2021). Educators' emotions involved in the transition to online teaching in higher education. Higher Education Research and Development, 40(6), 1236–1250. https://doi.org/10.1080/07294360.2020.1811645 | DOI 10.1080/07294360.2020.1811645
[29] Nicolle, P. S., & Lou, Y. (2008). Technology adoption into teaching and learning by mainstream university faculty: A mixed methodology study revealing the "How, When, Why, and Why Not". Journal of Educational Computing Research, 39(3), 235–265. https://doi.org/10.2190/EC.39.3.c | DOI 10.2190/ec.39.3.c
[30] Rakes, G. C., & Dunn, K. E. (2015). Teaching online: Discovering teacher concerns. Journal of Research on Technology in Education, 47(4), 229–241. https://doi.org/10.1080/15391523.2015.1063346
[31] Ramlo, S. (2021). The Coronavirus and higher education: Faculty viewpoints about universities moving online during a worldwide pandemic. Innovative Higher Education, 46(1), 241–259. https://doi.org/10.1007/s10755-020-09532-8 | DOI 10.1007/s10755-020-09532-8
[32] Sahin, I., & Thompson, A. (2007). Analysis of predictive factors that influence faculty members technology adoption level. Journal of Technology and Teacher Education, 15(2), 167–190. https://www.learntechlib.org/primary/p/18935/
[33] Shattuck, J., & Anderson, T. (2013). Using a design-based research study to identify principles for training instructors to teach online. The International Review of Research in Open and Distributed Learning, 14(5). https://doi.org/10.19173/irrodl.v14i5.1626 | DOI 10.19173/irrodl.v14i5.1626
[34] Scherer, R., Howard, S. K., Tondeur, J., & Siddiq, F. (2021). Profiling teachers' readiness for online teaching and learning in higher education: Who's ready? Computers in Human Behavior, 118, 106675. https://doi.org/10.1016/j.chb.2020.106675 | DOI 10.1016/j.chb.2020.106675
[35] Schneckenberg, D. (2009). Understanding the real barriers to technology-enhanced innovation in higher education. Educational Research, 51(4), 411–424. https://doi.org/10.1080/00131880903354741 | DOI 10.1080/00131880903354741
[36] Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Sage.
[37] Šeďová, K., Nekardová, B., & Rozvadská, K. (2021). Výzva, nebo nemožná mise? Tranzice k online výuce v době pandemie covid-19 očima vysokoškolských učitelů. Studia Paedagogica, 26(3), 51–81. https://doi.org/10.5817/SP2021-3-3 | DOI 10.5817/sp2021-3-3
[38] Tenenberg, J. (2014). Learning through observing peers in practice. Studies in Higher Education, 41(4), 756–773. https://doi.org/10.1080/03075079.2014.950954 | DOI 10.1080/03075079.2014.950954
[39] Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computer & Education, 59(1), 134–144. https://doi.org/10.1016/j.compedu.2011.10.009 | DOI 10.1016/j.compedu.2011.10.009
[40] Webb, N. M., Farivar, S. H., & Mastergeorge, A. M. (2002). Productive helping in cooperative groups. Theory into Practice, 41(1), 13–20. https://doi.org/10.1207/s15430421tip4101_3
[41] Weidlich, J., & Kalz, M. (2021). Exploring predictors of instructional resilience during emergency remote teaching in higher education. International Journal of Educational Technology in Higher Education, 18(1), 1–26. https://doi.org/10.1186/s41239-021-00278-7 | DOI 10.1186/s41239-021-00278-7
[42] Wentworth, N., Graham, C. R., & Monroe, E. E. (2009). TPACK development in a teacher education program. In L. T. W. Hin & R. Subramaniam (Eds.), Handbook of research on new media literacy at the K-12 level: Issues and challenges, Volume 1 (pp. 823–838). IGI Global. | DOI 10.4018/978-1-60566-120-9.ch051