HEALTH SCIENCES EDUCATORS’ AND EDUCATOR CANDIDATES’ DIGIPEDAGOGICAL COMPETENCE: ASSESSMENT AFTER AN ONLINE COURSE

The purpose of this paper is to describe the implementation of an online course, as well its development after implementation, and to focus on the health sciences educators’ and educator candidates’ assessments of their digipedagogical competence after the course. Semi-structured interviews to lear...

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Autores principales:	Terhi Saaranen, Janette Kiikeri, Leena Salminen, Kukka-Maaria Kokkonen, Imane Elonen, Iina Ryhtä, Kristina Mikkonen, Maria Kääriäinen, Tuulikki Sjögren, Hilkka Korpi, Marjorita Sormunen
Formato:	article
Lenguaje:	EN
Publicado:	Consiglio Nazionale delle Ricerche (CNR) 2021
Materias:	Educator Professional Competence Online Learning Pedagogy Teacher Training Digital Technology Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/c71aa78db59749adb15512dd33a3640d
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spelling	oai:doaj.org-article:c71aa78db59749adb15512dd33a3640d2021-11-11T19:46:22ZHEALTH SCIENCES EDUCATORS’ AND EDUCATOR CANDIDATES’ DIGIPEDAGOGICAL COMPETENCE: ASSESSMENT AFTER AN ONLINE COURSE10.17471/2499-4324/12202532-46322532-7720https://doaj.org/article/c71aa78db59749adb15512dd33a3640d2021-11-01T00:00:00Zhttps://ijet.itd.cnr.it/article/view/1220https://doaj.org/toc/2532-4632https://doaj.org/toc/2532-7720 The purpose of this paper is to describe the implementation of an online course, as well its development after implementation, and to focus on the health sciences educators’ and educator candidates’ assessments of their digipedagogical competence after the course. Semi-structured interviews to learners (n = 11) were used to collect data that were then analysed using inductive content analysis. The learners perceived that their ability to exploit digital applications increased and that they critically reflected upon their use of digital technology in teaching. The feedback from and presence of the tutors, as well as the collaborative activities with peer learners in the course, were generally regarded positively. Suggestions for improving the course were to limit the course content and to increase communality and other factors that support learners’ learning and work. The lessons learned from this study can be applied in basic and continuing professional development of health sciences educators. Terhi SaaranenJanette KiikeriLeena SalminenKukka-Maaria KokkonenImane ElonenIina RyhtäKristina MikkonenMaria KääriäinenTuulikki SjögrenHilkka KorpiMarjorita SormunenConsiglio Nazionale delle Ricerche (CNR)articleEducatorProfessional CompetenceOnline LearningPedagogyTeacher TrainingDigital TechnologySpecial aspects of educationLC8-6691ENItalian Journal of Educational Technology (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Educator Professional Competence Online Learning Pedagogy Teacher Training Digital Technology Special aspects of education LC8-6691
spellingShingle	Educator Professional Competence Online Learning Pedagogy Teacher Training Digital Technology Special aspects of education LC8-6691 Terhi Saaranen Janette Kiikeri Leena Salminen Kukka-Maaria Kokkonen Imane Elonen Iina Ryhtä Kristina Mikkonen Maria Kääriäinen Tuulikki Sjögren Hilkka Korpi Marjorita Sormunen HEALTH SCIENCES EDUCATORS’ AND EDUCATOR CANDIDATES’ DIGIPEDAGOGICAL COMPETENCE: ASSESSMENT AFTER AN ONLINE COURSE
description	The purpose of this paper is to describe the implementation of an online course, as well its development after implementation, and to focus on the health sciences educators’ and educator candidates’ assessments of their digipedagogical competence after the course. Semi-structured interviews to learners (n = 11) were used to collect data that were then analysed using inductive content analysis. The learners perceived that their ability to exploit digital applications increased and that they critically reflected upon their use of digital technology in teaching. The feedback from and presence of the tutors, as well as the collaborative activities with peer learners in the course, were generally regarded positively. Suggestions for improving the course were to limit the course content and to increase communality and other factors that support learners’ learning and work. The lessons learned from this study can be applied in basic and continuing professional development of health sciences educators.
format	article
author	Terhi Saaranen Janette Kiikeri Leena Salminen Kukka-Maaria Kokkonen Imane Elonen Iina Ryhtä Kristina Mikkonen Maria Kääriäinen Tuulikki Sjögren Hilkka Korpi Marjorita Sormunen
author_facet	Terhi Saaranen Janette Kiikeri Leena Salminen Kukka-Maaria Kokkonen Imane Elonen Iina Ryhtä Kristina Mikkonen Maria Kääriäinen Tuulikki Sjögren Hilkka Korpi Marjorita Sormunen
author_sort	Terhi Saaranen
title	HEALTH SCIENCES EDUCATORS’ AND EDUCATOR CANDIDATES’ DIGIPEDAGOGICAL COMPETENCE: ASSESSMENT AFTER AN ONLINE COURSE
title_short	HEALTH SCIENCES EDUCATORS’ AND EDUCATOR CANDIDATES’ DIGIPEDAGOGICAL COMPETENCE: ASSESSMENT AFTER AN ONLINE COURSE
title_full	HEALTH SCIENCES EDUCATORS’ AND EDUCATOR CANDIDATES’ DIGIPEDAGOGICAL COMPETENCE: ASSESSMENT AFTER AN ONLINE COURSE
title_fullStr	HEALTH SCIENCES EDUCATORS’ AND EDUCATOR CANDIDATES’ DIGIPEDAGOGICAL COMPETENCE: ASSESSMENT AFTER AN ONLINE COURSE
title_full_unstemmed	HEALTH SCIENCES EDUCATORS’ AND EDUCATOR CANDIDATES’ DIGIPEDAGOGICAL COMPETENCE: ASSESSMENT AFTER AN ONLINE COURSE
title_sort	health sciences educators’ and educator candidates’ digipedagogical competence: assessment after an online course
publisher	Consiglio Nazionale delle Ricerche (CNR)
publishDate	2021
url	https://doaj.org/article/c71aa78db59749adb15512dd33a3640d
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HEALTH SCIENCES EDUCATORS’ AND EDUCATOR CANDIDATES’ DIGIPEDAGOGICAL COMPETENCE: ASSESSMENT AFTER AN ONLINE COURSE

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