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About change: How institutionally aligning online pedagogy, design and technology impacts higher education teachers

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About change: How institutionally aligning online pedagogy, design and technology impacts higher education teachers

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dc.contributor.author Charbonneau-Gowdy, Paula es_ES
dc.contributor.author Galdames, Caro es_ES
dc.date.accessioned 2024-04-10T08:26:06Z
dc.date.available 2024-04-10T08:26:06Z
dc.date.issued 2023-06-16
dc.identifier.isbn 9788413960852
dc.identifier.uri http://hdl.handle.net/10251/203259
dc.description.abstract [EN] Emerging empirical evidence in e-learning research is revealing the advantages of aligning learner-centred pedagogical practice with social learning-based instructional designs and appropriate interactive technologies to bring about systemic changes to learning online. This inquiry forms part of a larger qualitative action research study. Our aim was to to determine the impact of such a cross institutional change initiative on a group of instructors, teaching in multi-disciplinarian fields in a higher education technical institute in Chile. Findings from questionnaires, field notes and in-depth faculty interviews revealed that evolvement towards teachers’ roles as mediators and identities as empowered faciltators and community builders occurring over the initial years of the initiative were accompanied by encouraging signs of the development of 21st century skills and identities on the part of students. In our post pandemic era, as online learning becomes more the norm, understanding such effective pathways to excellence in digital spaces is paramount. es_ES
dc.format.extent 10 es_ES
dc.language Inglés es_ES
dc.publisher Editorial Universitat Politècnica de València es_ES
dc.relation.ispartof 9th International Conference on Higher Education Advances (HEAd'23)
dc.rights Reconocimiento - No comercial - Compartir igual (by-nc-sa) es_ES
dc.subject Higher education es_ES
dc.subject Distance learning es_ES
dc.subject Online instructional design es_ES
dc.subject 21st century pedagogy es_ES
dc.subject Social interactive technologies es_ES
dc.subject Identity es_ES
dc.title About change: How institutionally aligning online pedagogy, design and technology impacts higher education teachers es_ES
dc.type Capítulo de libro es_ES
dc.type Comunicación en congreso es_ES
dc.identifier.doi 10.4995/HEAd23.2023.16346
dc.rights.accessRights Abierto es_ES
dc.description.bibliographicCitation Charbonneau-Gowdy, P.; Galdames, C. (2023). About change: How institutionally aligning online pedagogy, design and technology impacts higher education teachers. En 9th International Conference on Higher Education Advances (HEAd'23). Editorial Universitat Politècnica de València. 1467-1476. https://doi.org/10.4995/HEAd23.2023.16346 es_ES
dc.description.accrualMethod OCS es_ES
dc.relation.conferencename Ninth International Conference on Higher Education Advances es_ES
dc.relation.conferencedate June 19-22, 2023 es_ES
dc.relation.conferenceplace Valencia, Spain es_ES
dc.relation.publisherversion http://ocs.editorial.upv.es/index.php/HEAD/HEAd23/paper/view/16346 es_ES
dc.description.upvformatpinicio 1467 es_ES
dc.description.upvformatpfin 1476 es_ES
dc.type.version info:eu-repo/semantics/publishedVersion es_ES
dc.relation.pasarela OCS\16346 es_ES


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