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Each discipline is different: teacher capabilities for future-focussed digitally infused undergraduate programmes
Louise Starkey1, Anne Yates1, Mairead de Roiste2
1School of Education, Victoria University of Wellington, Wellington, New Zealand.
Educational Technology Research and Development : ETR & D
|February 23, 2023
Summary
Higher Education teaching is evolving with digital tools, especially after the COVID-19 pandemic. Teachers need new pedagogical practices aligned with disciplinary culture and technology for effective digital age learning.
Area of Science:
- Higher Education Studies
- Educational Technology
- Digital Pedagogy
Background:
- Disciplinary cultures shape essential knowledge, teaching methods, and the integration of digital tools in higher education.
- The COVID-19 pandemic accelerated the adoption of digital solutions for delivering undergraduate courses when in-person instruction was not possible.
- The widespread use of digital tools necessitates a re-evaluation of future learning and teaching strategies in higher education.
Purpose of the Study:
- To examine the evolving landscape of undergraduate teaching in the digital age across diverse disciplines.
- To explore the implications of digital transformation for higher education teachers.
- To understand how disciplinary culture, context, and technology interact to influence pedagogical practices.
Main Methods:
- Employed appreciative inquiry, framed within complexity theory, to investigate changes in undergraduate teaching.
- Conducted cross-discipline case studies in Applied Statistics, Computer Science, Critical Indigenous Studies, Geography, and Information Systems.
- Analyzed the interplay of disciplinary culture, context, and technology in shaping pedagogical approaches.
Main Results:
- Digital technologies significantly influence undergraduate programs across various disciplines.
- Disciplinary culture, specific contexts, and available technologies collectively impact pedagogical practices.
- Key digital capabilities required for effective teaching in undergraduate programs were identified.
Conclusions:
- Higher education teachers need to develop capabilities in pedagogical practices that are congruent with their disciplinary culture.
- Effective teaching in the digital age requires alignment between pedagogical approaches, disciplinary norms, and available technologies.
- Adaptable pedagogical strategies are crucial for navigating the evolving digital environment in higher education.
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