The Use of E-learning in Higher Education: Towards a Notion of Digital Literacy of University Teachers
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Keller, C. & Hrastinski, S. (2008). The Use of E-learning in Higher Education: Towards a Notion of Digital Literacy of University Teachers. In J. Luca & E. Weippl (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 (pp. 2417-2424). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/28702.
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2008
June 30, 2008
Joseph Luca & Edgar R. Weippl
More Information on EDMEDIA
Table of Contents
To make e-learning in higher education truly interactive, it is our assumption that teachers will have to rethink their pedagogical practice and move from the traditional notion of objectivist instructional design to a constructivist pedagogical practice, creating learning communities of inquiry. Drawing on this notion, we define digital literacy of university teachers as “the ability to create online learning communities enabling cognitive and social presence.” This could be accomplished by creating learning communities of inquiry. The article describes the characteristics of learning communities of inquiry and presents findings from a study depicting current pedagogical practice in university online education. The findings of the study show that university teachers seem to lack confidence in their role as creators of learning communities and prefer objectivist instructional design as their prevalent pedagogical practice. Finally, conclusions and implications for practice in order to achieve a higher level of digital literacy among university teachers are suggested.
- Educating Teachers for the Knowledge Society: Social Media, Authentic Learning and Communities of Practice
- What would John Dewey Do: Programmatic design for developing TPACK for 21st Century Learning
- Instructional Design Considerations for Science E-Learning
- Reconsidering the T and C in TPACK: Repurposing technologies for interdisciplinary knowledge
- The International Handbook Summit Call to Action for Learning with Technology in the 21st Century
- Teachers’ assessment of TPACK: Where are we and what is needed?
- Web 2.0 learning environments in vocational education: a study on the use of collaborative online tools in the Statistics module
- Engaging Teacher Candidates in Online Literature Circles
- Toward a Taxonomy of Distributed Learning Delivery Modes
- Student-Teacher Interaction on Facebook: What Students Find Appropriate
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