From technology to community: the role of artefacts in teaching and learning during and beyond pandemic times

IF 2.4 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching in Higher Education Pub Date : 2022-12-29 DOI:10.1080/13562517.2022.2162813

Anita Reitan, Margrethe Waage, Laurence Habib

引用次数: 2

Abstract

This article explores lecturers' experience of adapting, shaping and transforming teaching and learning during the COVID-19 pandemic. The study focuses on understanding the challenges and opportunities that are afforded by pandemic-induced changes in terms of digital teaching and learning and their post-pandemic implications. Empirical data were collected through 16 semi-structured interviews with teaching staff at a Norwegian university. The article draws on Max W. Wartofsky's work on artefacts, and uses the categorisation of primary, secondary and tertiary artefacts as a theoretical lens. The data indicates that designing and delivering courses that combine online and in-site teaching is a complex process requiring flexibility and creativity, which needs to be acknowledged by management and budget-allocating entities. Career development is an incentive to invest time in developing digital teaching. Finally, building a community of peers can support course quality and the professional welfare of the teaching staff.

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从技术到社区：人工制品在疫情期间和之后的教学中的作用

本文探讨了讲师在2019冠状病毒病大流行期间适应、塑造和转变教学的经验。该研究的重点是了解大流行引起的数字教学变化及其大流行后的影响所带来的挑战和机遇。通过对挪威一所大学的教学人员进行16次半结构化访谈，收集了实证数据。这篇文章借鉴了Max W. Wartofsky关于人工制品的工作，并将初级、二级和三级人工制品的分类作为理论视角。数据表明，在线教学和现场教学相结合的课程设计和交付是一个复杂的过程，需要灵活性和创造性，这需要得到管理和预算分配实体的认可。职业发展是投入时间发展数字化教学的一种激励。最后，建立一个同伴社区可以支持课程质量和教师的专业福利。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.90

自引率

7.70%

发文量

期刊介绍： Teaching in Higher Education has become an internationally recognised field, which is more than ever open to multiple forms of contestation. However, the intellectual challenge which teaching presents has been inadequately acknowledged and theorised in higher education. Teaching in Higher Education addresses this gap by publishing scholarly work that critically examines and interrogates the values and presuppositions underpinning teaching, introduces theoretical perspectives and insights drawn from different disciplinary and methodological frameworks, and considers how teaching and research can be brought into a closer relationship. The journal welcomes contributions that aim to develop sustained reflection, investigation and critique, and that critically identify new agendas for research, for example by: examining the impact on teaching exerted by wider contextual factors such as policy, funding, institutional change and the expectations of society; developing conceptual analyses of pedagogical issues and debates, such as authority, power, assessment and the nature of understanding; exploring the various values which underlie teaching including those concerned with social justice and equity; offering critical accounts of lived experiences of higher education pedagogies which bring together theory and practice. Authors are strongly encouraged to engage with and build on previous contributions and issues raised in the journal. Please note that the journal does not publish: -descriptions and/or evaluations of policy and/or practice; -localised case studies that are not contextualized and theorised; -large-scale surveys that are not theoretically and critically analysed; -studies that simply replicate previous work without establishing originality.