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Körnefors, Rune
Publications (2 of 2) Show all publications
Stigmar, M., Pagden, N. & Körnefors, R. (2012). The Modified Role of University Teachers in ICT-supported Flexible Learning. Intelligent Decision Technologies, 6(2), 113-121
Open this publication in new window or tab >>The Modified Role of University Teachers in ICT-supported Flexible Learning
2012 (English)In: Intelligent Decision Technologies, ISSN 1872-4981, Vol. 6, no 2, p. 113-121Article in journal (Refereed) Published
Abstract [en]

During the last decades there have been extensive investments in order to stimulate ICT-supported flexible learning. The increased interest in flexible learning has heightened the need for a critical analysis of the consequences of on-line teaching. However, critics argue that the new teacher role has not yet been thoroughly scrutinized. The aim of this paper is to trigger a debate about the changes and challenges related to the modified teacher role at universities. The methodology follows empirical data from interviews and literature surveys as well as our own experience in different flexible courses and continuous training of colleagues. Results of this study problematize both positive and negative implications on the teacher role in ICT-supported flexible learning, e.g. tendencies of teacher de-professionalization, increased ICT-dependency and uncertainty of quality in learning outcome. In conclusion our findings emphasize the need for increased teacher training in using ICT in educational settings.

Keywords
ICT, flexible learning, teacher role, de-professionalization
National Category
Human Aspects of ICT
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-15456 (URN)10.3233/IDT-2012-0128 (DOI)000214689300005 ()2-s2.0-84865461479 (Scopus ID)
Available from: 2011-11-01 Created: 2011-11-01 Last updated: 2022-10-17Bibliographically approved
Stigmar, M., Körnefors, R. & Pagden, N. (2006). The University Teacher Role in ICT-supported Flexible Learning. In: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, USA.
Open this publication in new window or tab >>The University Teacher Role in ICT-supported Flexible Learning
2006 (Swedish)In: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, USA, 2006Conference paper, Published paper (Refereed)
Abstract [sv]

Abstract: During the last decade there have been extensive investments in order to stimulate ICT-supported flexible learning. The increased interest in flexible learning has heightened the need for a critical analysis of the consequences of on-line teaching. However, critics argue that the new teacher role has not yet been thoroughly scrutinized. The aim of this paper is to trigger a debate about the changes and challenges related to the modified teacher role at universities. The methodology follows empirical data from interviews and literature surveys as well as our own experience in different flexible courses and continuous training of colleagues. Results of this study problematize both positive and negative implications on the teacher role in ICT-supported flexible learning, e.g. tendencies of teacher de-professionalization, increased ICT-vulnerability and uncertainty of quality in learning outcome.

Research subject
Computer and Information Sciences Computer Science, Media Technology; Pedagogics and Educational Sciences, Pedagogics
Identifiers
urn:nbn:se:vxu:diva-3446 (URN)
Available from: 2007-02-15 Created: 2007-02-15 Last updated: 2010-03-09Bibliographically approved
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