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  • 1. Stigmar, Martin
    et al.
    Körnefors, Rune
    Växjö universitet, Fakulteten för matematik/naturvetenskap/teknik, Matematiska och systemtekniska institutionen. Medieteknologi.
    Pagden, Nicholas
    Växjö universitet, Fakulteten för matematik/naturvetenskap/teknik, Matematiska och systemtekniska institutionen. Medieteknologi.
    The University Teacher Role in ICT-supported Flexible Learning2006Inngår i: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, USA, 2006Konferansepaper (Fagfellevurdert)
    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.

  • 2.
    Stigmar, Martin
    et al.
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Pagden, Nicholas
    Linnéuniversitetet, Fakultetsnämnden för naturvetenskap och teknik, Institutionen för datavetenskap, fysik och matematik, DFM.
    Körnefors, Rune
    Linnéuniversitetet, Fakultetsnämnden för naturvetenskap och teknik, Institutionen för datavetenskap, fysik och matematik, DFM.
    The Modified Role of University Teachers in ICT-supported Flexible Learning2012Inngår i: Intelligent Decision Technologies, ISSN 1872-4981, Vol. 6, nr 2, s. 113-121Artikkel i tidsskrift (Fagfellevurdert)
    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.

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