Social and health care educators' perceptions of competence in digital pedagogy: A qualitative descriptive study.
Competence
Digital pedagogy
Digital technology
Education
Educator
Social and healthcare
Journal
Nurse education today
ISSN: 1532-2793
Titre abrégé: Nurse Educ Today
Pays: Scotland
ID NLM: 8511379
Informations de publication
Date de publication:
Sep 2020
Sep 2020
Historique:
received:
28
08
2019
revised:
10
05
2020
accepted:
23
06
2020
pubmed:
11
7
2020
medline:
22
6
2021
entrez:
11
7
2020
Statut:
ppublish
Résumé
Digitalisation has made digital competence a necessity for those working in social and healthcare. A high degree of competence in digital pedagogy is required of educators to meet the challenge of educating future professionals who are themselves highly digitally competent. The aim of this study was to describe the perceptions of competence in digital pedagogy that educators in social and healthcare have. A qualitative descriptive study. The participants were Finnish-speaking social and healthcare educators (n = 37) working at six Finnish universities of applied sciences (UAS). Group interviews (n = 12) were conducted during spring 2018. Each group consisted of 2-5 educators, with a total of 37 educators. The data was analysed using an inductive content analysis. According to the interviewed educators, competence in digital pedagogy involved pedagogical, digital, and ethical skills and awareness. The educators were aware of the possibilities afforded by digital technology and had a positive view on how the technology could be utilised in education. However, the educators were concerned that technology might solely be utilised for the sake of digitalisation instead of being pedagogically preferable. In the future, the results of this study can be utilised while developing an instrument to evaluate the level of competence in digital pedagogy. Examining the perceptions of the educators will allows us to better understand the phenomena from the educators' point of view.
Sections du résumé
BACKGROUND
BACKGROUND
Digitalisation has made digital competence a necessity for those working in social and healthcare. A high degree of competence in digital pedagogy is required of educators to meet the challenge of educating future professionals who are themselves highly digitally competent.
OBJECTIVES
OBJECTIVE
The aim of this study was to describe the perceptions of competence in digital pedagogy that educators in social and healthcare have.
DESIGN
METHODS
A qualitative descriptive study.
PARTICIPANTS
METHODS
The participants were Finnish-speaking social and healthcare educators (n = 37) working at six Finnish universities of applied sciences (UAS).
METHODS
METHODS
Group interviews (n = 12) were conducted during spring 2018. Each group consisted of 2-5 educators, with a total of 37 educators. The data was analysed using an inductive content analysis.
RESULTS
RESULTS
According to the interviewed educators, competence in digital pedagogy involved pedagogical, digital, and ethical skills and awareness. The educators were aware of the possibilities afforded by digital technology and had a positive view on how the technology could be utilised in education. However, the educators were concerned that technology might solely be utilised for the sake of digitalisation instead of being pedagogically preferable.
CONCLUSIONS
CONCLUSIONS
In the future, the results of this study can be utilised while developing an instrument to evaluate the level of competence in digital pedagogy. Examining the perceptions of the educators will allows us to better understand the phenomena from the educators' point of view.
Identifiants
pubmed: 32650154
pii: S0260-6917(19)31297-3
doi: 10.1016/j.nedt.2020.104521
pii:
doi:
Types de publication
Journal Article
Langues
eng
Pagination
104521Informations de copyright
Copyright © 2020 Elsevier Ltd. All rights reserved.
Déclaration de conflit d'intérêts
Declaration of competing interest No conflict of interest has been declared by the authors.