Engagement in Learning in the Massive Open Online Course: Implications for Epistemic Practices and Development of Transformative Digital Agency with Pre- and In-Service Teachers in Norway

Engeness, Irina; Nohr, Magnus

doi:10.17759/chp.2020160308

Cited by 13 publications

(3 citation statements)

References 41 publications

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“…Unfortunately, as Rückriem (2009) argued more than a decade ago, cultural-historical theory and activity theory have not engaged greatly with digital technologies, either theoretically or empirically (p. 88). However, there are some recent studies (e.g., Engeness & Nohr, 2020;Kumpulainen et al, 2019) that point to a more promising future in this regard.…”

Section: Different Perspectives Different Questionsmentioning

confidence: 99%

Learning, digital technologies, and sociomaterial approaches: A critical reflection from the perspective of materialist dialectics

Psaros

2022

Theory & Psychology

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In this article, I attempt to critically reflect on sociomaterial approaches to learning, especially as it is conducted with digital technologies. By pursuing detailed ethnographic case studies, these approaches argue for the active character of digital technologies in the constitution of learning. More specifically, digital technologies are treated in this paradigm as co-participants—along with humans—in the formation of learning practices. Despite their invaluable empirical insights, I suggest that these approaches do not adequately emphasize the transformative potential of learners and do not conceptualize learning from the perspective of human development. In addition, I propose that, apart from empirically based research, which is the preferred mode of research of sociomaterial approaches, there is also a need for categorical thinking to conceptualize the mediation of learning by digital technologies. In my critical reflection, I draw on scholars working in the traditions of cultural-historical theory and activity theory, and on materialist dialectics more generally

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Section: Different Perspectives Different Questionsmentioning

confidence: 99%

Learning, digital technologies, and sociomaterial approaches: A critical reflection from the perspective of materialist dialectics

Psaros

2022

Theory & Psychology

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“…Thus, on the one hand, the EU higher education systems with distance learning universities and developed online courses (MOOCs) were more ready for the transition to digitally-based education. For example, the benefits of MOOCs in enhancing teachers' professional digital competence are explored in Norway on the pandemic eve [2].…”

Section: Introductionmentioning

confidence: 99%

Emergency Higher Education Digital Transformation: Ukraine’s Response to the Covid-19 Pandemic

Мосьпан¹,

Ogneviuk²,

Sysoieva³

2022

ITLT

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The article explores how higher education in Ukraine has responded to the COVID‐19 pandemic, particularly in the case of the Borys Grinchenko Kyiv University’s experience. The research provides a comparative analysis of national transformation trends at various levels – HEIs, lecturers and students during two waves of the COVID-19 pandemic in 2020. It covers two timeline periods: March-May 2020 – the 1-st wave (summer semester); October 2020-January 2021 – the 2-nd wave (winter semester). The research reveals the COVID-19 pandemic impact on Ukrainian higher education in 2020. It presents trends in national HEIs transformation, lecturers and students’ perception of education and exams online. Based on the literature review and conducting surveys (514 students/97 lecturers), the study makes it possible to reveal universal consequences caused by the COVID-19 pandemic in higher education systems worldwide as well as specific trends in national higher education emergency transition to digitally-based teaching-learning. The research shows that global higher education systems faced the COVID-19 pandemic in different conditions due to various technical facilities, governmental and institutional support, financial investment, digitally competent academic staff, students familiar with educational technology. The “better prepared” higher education systems are likely to cope with the Coronavirus impact easier and transit to digitally-based distance teaching-learning smoothly. Ukrainian higher education met the COVID-19 pandemic unready. Though some national HEIs have managed to re-organise the educational process smoothly and effectively due to the academic staff’s enthusiasm and colossal effort. In this regard, positive and negative trends are revealed in the national higher education emergency transition to digitally-based distance learning. The findings contribute to the investigation of higher education transformation in crisis and confirm that the COVID-19 pandemic has accelerated higher education digitalisation worldwide.

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“…The ambivalence of the assessment of their integration is clearly expressed. On the one hand, they are becoming new "culture tools" [1], it comes necessary to make a new educational ecosystem [2], and digital education is touted as s new educational paradigm. The structure of the teacher's professional competence, digital competencies, and the extent to which he initiates digital learning activities are especially factored [4].…”

Section: Introductionmentioning

confidence: 99%

The actual questions of the realization of the personality-oriented educational paradigm in the context of digitalization

Kameneva

2021

E3S Web Conf.

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In the context of digitalization, the existing educational paradigms are being transformed. Transformational processes are associated with the solution of essential problems at key nodes that are significant for the construction of the entire paradigmatic series. As such, the nodes in this study, the values, goals, and results of education, the content of education were considered, and the issues of implementation of the student-centered educational paradigm that was relevant for them in the context of digitalization were identified. The most important are the questions about the image of a person, which determines the direction of pedagogical efforts, about the place of eternal universal values rooted in human culture, among other value orientations of education, about the criteria for the selection of content and the representation in its structure of the personal experience of students and teachers, about didactically significant specifics of electronic media of content. The dialogue character of the educational content and interaction in the educational process, determined by the culture, is emphasized. A comparative analysis of knowledge-oriented, personality-oriented, and digital educational paradigms in the given key nodes has been carried out. The role of the teacher as a subject of a personality-oriented educational process, acting here in two guises: professional and personal, is noted. The problems and risks associated with the weakening of the personal approach in education are formulated.

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Engagement in Learning in the Massive Open Online Course: Implications for Epistemic Practices and Development of Transformative Digital Agency with Pre- and In-Service Teachers in Norway

Cited by 13 publications

References 41 publications

Learning, digital technologies, and sociomaterial approaches: A critical reflection from the perspective of materialist dialectics

Learning, digital technologies, and sociomaterial approaches: A critical reflection from the perspective of materialist dialectics

Emergency Higher Education Digital Transformation: Ukraine’s Response to the Covid-19 Pandemic

The actual questions of the realization of the personality-oriented educational paradigm in the context of digitalization

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