The Role of Peer Learning among University Teachers in
Integrating Digital Technologies into Higher Education Teaching

J 2022

The Role of Peer Learning among University Teachers in Integrating Digital Technologies into Higher Education Teaching

NEKARDOVÁ, Barbora

Základní údaje

Originální název

The Role of Peer Learning among University Teachers in Integrating Digital Technologies into Higher Education Teaching

Autoři

NEKARDOVÁ, Barbora (203 Česká republika, garant, domácí)

Vydání

Studia paedagogica, 2022, 1803-7437

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Stát vydavatele

Česká republika

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Kód RIV

RIV/00216224:14210/22:00127368

Organizační jednotka

Filozofická fakulta

DOI

http://dx.doi.org/10.5817/SP2022-2-6

Klíčová slova anglicky

COVID-19 pandemic; emergency remote teaching; higher education; university teachers; peer learning; digital technologies

Štítky

rivok

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 7. 3. 2023 14:46, Mgr. et Mgr. Lucie Racyn

Anotace

V originále

The article is based on research aimed at exploring how teachers from the Faculty of Arts at Masaryk University integrated digital technologies into their teaching in connection with the transition to emergency remote teaching. The main research question was aimed at identifying the role played by peer learning among university teachers in integrating digital technologies into higher education teaching. The data were collected through in-depth semi-structured interviews with 34 teachers from the Faculty of Arts at Masaryk University in the fall semester of 2020. The results indicate that although teachers valued the support of a technological workplace, they more strongly considered consultations with and advice from their colleagues. I identified four main roles played by peer learning among university teachers in integrating digital technologies into higher education teaching. The roles are: offering emotional support, understanding needs, providing intelligible advice, and mediating experience. I also address two limitations to peer learning that need to be considered: the limited variety of technological tools and fragmented and unsubstantiated procedures. Studies have repeatedly shown that peer learning plays a long-term role in the process of integrating and adapting technologies into higher education; however, until now we have lacked information on the significance of peer learning for teachers in integrating digital technologies and on its limitations, both of which I address in this study.

Návaznosti

MUNI/A/1411/2021, interní kód MU

Název: Pedagogický a andragogický výzkum vysokého školství (Akronym: Výzkum vysokého školství)

Investor: Masarykova univerzita, Pedagogický a andragogický výzkum vysokého školství

Citovat

NEKARDOVÁ, Barbora. The Role of Peer Learning among University Teachers in Integrating Digital Technologies into Higher Education Teaching. Studia paedagogica. 2022, roč. 27, č. 2, s. 131-149. ISSN 1803-7437. Dostupné z: https://dx.doi.org/10.5817/SP2022-2-6.

@article{2237819,
   author = {Nekardová, Barbora},
   article_number = {2},
   doi = {http://dx.doi.org/10.5817/SP2022-2-6},
   keywords = {COVID-19 pandemic; emergency remote teaching; higher education; university teachers; peer learning; digital technologies},
   language = {eng},
   issn = {1803-7437},
   journal = {Studia paedagogica},
   title = {The Role of Peer Learning among University Teachers in Integrating Digital Technologies into Higher Education Teaching},
   url = {https://journals.phil.muni.cz/studia-paedagogica/article/view/33063/28319},
   volume = {27},
   year = {2022}
}

TY  - JOUR
ID  - 2237819
AU  - Nekardová, Barbora
PY  - 2022
TI  - The Role of Peer Learning among University Teachers in Integrating Digital Technologies into Higher Education Teaching
JF  - Studia paedagogica
VL  - 27
IS  - 2
SP  - 131-149
EP  - 131-149
SN  - 18037437
KW  - COVID-19 pandemic
KW  - emergency remote teaching
KW  - higher education
KW  - university teachers
KW  - peer learning
KW  - digital technologies
UR  - https://journals.phil.muni.cz/studia-paedagogica/article/view/33063/28319
N2  - The article is based on research aimed at exploring how teachers from the Faculty of Arts at Masaryk University integrated digital technologies into their teaching in connection with the transition to emergency remote teaching. The main research question was aimed at identifying the role played by peer learning among university teachers in integrating digital technologies into higher education teaching. The data were collected through in-depth semi-structured interviews with 34 teachers from the Faculty of Arts at Masaryk University in the fall semester of 2020. The results indicate that although teachers valued the support of a technological workplace, they more strongly considered consultations with and advice from their colleagues. I identified four main roles played by peer learning among university teachers in integrating digital technologies into higher education teaching. The roles are: offering emotional support, understanding needs, providing intelligible advice, and mediating experience. I also address two limitations to peer learning that need to be considered: the limited variety of technological tools and fragmented and unsubstantiated procedures. Studies have repeatedly shown that peer learning plays a long-term role in the process of integrating and adapting technologies into higher education; however, until now we have lacked information on the significance of peer learning for teachers in integrating digital technologies and on its limitations, both of which I address in this study.
ER  -

NEKARDOVÁ, Barbora. The Role of Peer Learning among University Teachers in Integrating Digital Technologies into Higher Education Teaching. \textit{Studia paedagogica}. 2022, roč.~27, č.~2, s.~131-149. ISSN~1803-7437. Dostupné z: https://dx.doi.org/10.5817/SP2022-2-6.

Podrobný výpis o publikaci