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  • 1. Stigmar, Martin
    et al.
    Körnefors, Rune
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Medieteknologi.
    Pagden, Nicholas
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Medieteknologi.
    The University Teacher Role in ICT-supported Flexible Learning2006In: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, USA, 2006Conference 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.

  • 2.
    Stigmar, Martin
    et al.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Pagden, Nicholas
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Körnefors, Rune
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    The Modified Role of University Teachers in ICT-supported Flexible Learning2012In: Intelligent Decision Technologies, ISSN 1872-4981, Vol. 6, no 2, p. 113-121Article in journal (Refereed)
    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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