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Symposium 12 november
Digitalisering + kunnskapsarbeid = transformasjon! Men hva innebærer det, og hvordan kan vi forske på det?
Hva sier litteraturen om sammenhenger mellom digitalisering og epistemisk arbeid?
Digitalisering: fra verktøy til partnere og beslutningstakere. Hva slags epistemologier ser vi når kunnskapsarbeid møter digitalisering?
Agency – ‘aktørskap’ i lys av nye epistemologier
Å forske på transformasjoner: behov for en dialektisk analyseenhet?
Who are we and are we ready to teach online? Considering Higher education teacher online readiness in policy and practice
In a very short time, the COVID-19 pandemic has forced a shift to online teaching and learning in higher education across the globe. Teachers were required to adapt their teaching in a short time—independent of whether they were prepared. Drawing on an international sample of N = 739 higher education teachers in 58 countries, this study aims at identifying teacher profiles in higher education to better understand key dimensions of readiness, such as individual teacher characteristics (TPACK, online teaching presence, institutional support), contextual aspects of the shift to online teaching, and country-level indicators representing educational innovation and cultural orientation. The findings of this study are discussed with respect to the nature of the profiles, how they can be understood with respect to key determinants, and their implications for online teaching and learning in higher education.