An analysis of best practices to enhance higher education teaching staff digital and multimedia skills

IF 1.5 Q3 MANAGEMENT

Human systems management Pub Date : 2022-08-30 DOI:10.3233/hsm-220060

Susana Amalia de Juana Espinosa, M. Brotons, Vicente Sabater Sempere, Ž. Stankevičiūtė

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引用次数: 0

Abstract

BACKGROUND: The COVID-19 pandemic has transformed the teaching ways in universities, rapidly moving from face-to-face delivery models to online and distance learning. Consequently, the multimedia and digital competencies of the teaching staff were suddenly put onto the stage, resulting in the realisation that many of them were not sufficiently skilled to face this challenge due to a lack of prior training. OBJECTIVE: The goal of this explanatory research is to present and make a comparison of key training programs, deemed best practices, that address different ways to assist higher education teaching staff to acquire the multimedia competencies required to be technologically- proficient in their classes. METHODS: A desk research provides the data for a multiple case study of courses implemented in universities of five European countries, namely Spain, Lithuania, North Macedonia, Romania, and Slovenia. RESULTS: The results of the study show a total of 28 courses ranging from how to deliver online teaching to gamification, going through other topics such as photo and video editing, that enable higher education teachers to acquire digital skills. The main challenges detected for the success of these training programs are the teachers’ lack of time for training, non-positive attitudes towards technology, and lack of innovative capacity in their teaching processes. Among the positive outcomes, we can find that these universities opt for programs with courses varied in content, to cover a wider range of skills, as well as offering courses at several levels of development so that all staff may improve, from the very beginners to more advanced tools. CONCLUSION: By identifying the challenges and success factors behind the best practices hereby analysed, the lessons obtained from this research may serve as benchmarks for other universities to develop efficient multimedia training programs for university staff.

查看原文本刊更多论文

提高高等教育教学人员数字和多媒体技能的最佳做法分析

背景:2019冠状病毒病大流行改变了大学的教学方式，迅速从面对面授课模式转向在线和远程学习。因此，教学人员的多媒体和数字能力突然被推上了舞台，导致人们意识到，由于缺乏事先的培训，他们中的许多人没有足够的技能来面对这一挑战。目的:本解释性研究的目的是提出并比较被认为是最佳实践的关键培训计划，这些培训计划解决了不同的方法，以帮助高等教育教学人员获得在课堂上精通技术所需的多媒体能力。方法:桌面研究提供了在五个欧洲国家，即西班牙，立陶宛，北马其顿，罗马尼亚和斯洛文尼亚的大学实施的课程的多个案例研究的数据。结果:研究结果显示，总共有28门课程，从如何提供在线教学到游戏化，再到照片和视频编辑等其他主题，使高等教育教师能够获得数字技能。这些培训计划成功的主要挑战是教师缺乏培训时间，对技术的态度不积极，以及在教学过程中缺乏创新能力。在这些积极成果中，我们可以发现，这些大学选择的课程内容多样，涵盖更广泛的技能，并提供不同发展水平的课程，以便所有员工都能得到提高，从初学者到更高级的工具。结论:通过分析最佳实践背后的挑战和成功因素，从本研究中获得的经验可以作为其他大学制定有效的大学员工多媒体培训计划的基准。

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

Human systems management MANAGEMENT-

CiteScore

3.50

自引率

30.40%

发文量

期刊介绍： Human Systems Management (HSM) is an interdisciplinary, international, refereed journal, offering applicable, scientific insight into reinventing business, civil-society and government organizations, through the sustainable development of high-technology processes and structures. Adhering to the highest civic, ethical and moral ideals, the journal promotes the emerging anthropocentric-sociocentric paradigm of societal human systems, rather than the pervasively mechanistic and organismic or medieval corporatism views of humankind’s recent past. Intentionality and scope Their management autonomy, capability, culture, mastery, processes, purposefulness, skills, structure and technology often determine which human organizations truly are societal systems, while others are not. HSM seeks to help transform human organizations into true societal systems, free of bureaucratic ills, along two essential, inseparable, yet complementary aspects of modern management: a) the management of societal human systems: the mastery, science and technology of management, including self management, striving for strategic, business and functional effectiveness, efficiency and productivity, through high quality and high technology, i.e., the capabilities and competences that only truly societal human systems create and use, and b) the societal human systems management: the enabling of human beings to form creative teams, communities and societies through autonomy, mastery and purposefulness, on both a personal and a collegial level, while catalyzing people’s creative, inventive and innovative potential, as people participate in corporate-, business- and functional-level decisions. Appreciably large is the gulf between the innovative ideas that world-class societal human systems create and use, and what some conventional business journals offer. The latter often pertain to already refuted practices, while outmoded business-school curricula reinforce this problematic situation.