Digitalisation in Higher Education: Mapping Institutional Approaches for Teaching and Learning

Autor/inn/en	Tømte, Cathrine Edelhard; Fossland, Trine; Aamodt, Per Olaf; Degn, Lise
Titel	Digitalisation in Higher Education: Mapping Institutional Approaches for Teaching and Learning
Quelle	In: Quality in Higher Education, 25 (2019) 1, S.98-114 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1353-8322
DOI	10.1080/13538322.2019.1603611
Schlagwörter	Information Technology; Higher Education; Teaching Methods; Learning Processes; Educational Trends; Technology Integration; College Faculty; Governance; Cross Cultural Studies; Foreign Countries; Educational Policy; Staff Development; Instructional Leadership; Institutional Characteristics; Student Attitudes; College Students; Denmark; Norway + Suchen Sie Ihr Suchwort? Informationstechnologie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Bildungsentwicklung; Fakultät; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Cultural comparison; Kulturvergleich; Ausland; Politics of education; Personnel development; Personalentwicklung; Instruction; Leadership; Führung; Schülerverhalten; Collegestudent; Dänemark; Norwegen
Abstract	This paper explores the digitalisation of teaching and learning understood as external processes, influenced by government and international trends and as internal processes within the institutions, in Denmark and Norway. These are countries with similarities regarding digitalisation and educational systems. In the internal processes, there was some use of digital technology in teaching and learning when initiated from administration including IT-staff, in collaboration with academic leaders. There was little or only limited reported use of technology for teaching and learning, when the processes were initiated by administration together with enthusiasts among faculty staff, who did not have leadership roles or influence on change. There was more reported use of technology in teaching and learning in Denmark than Norway. The paper discusses possible explanations for these findings and thus illuminates how processes of digitalisation are influenced by broader governance arrangements, institutional maturity and academic and administration staffs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01