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The ‘Sophisticated’ Knowledge of e-Teacher. Re-shape Digital Resources for Online Courses

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Higher Education Learning Methodologies and Technologies Online (HELMeTO 2019)

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 1091))

Abstract

The following exploratory study aims to investigate the e-teacher’s adaptation of multimedia teaching materials and deepen how the specific disciplinary contents have been digitally mediated to promote students’ learning. It took place structuring a single case-study through the Yin’s procedures for multiple-case-study protocol: definition of the units of analysis, selection of the comparable ‘entities’, data analysis and triangulation. This method allows to analyze qualitative and quantitative data regarding the digital contents of the on-line course ‘General Didactics and Educational Technologies’ in the degree L-19 ‘Sciences of Education’ at Giustino Fortunato University of Benevento. The opening analysis presented has been carried out on the visual material setting three ‘units of analysis’: content; disciplinary content; digitalized disciplinary content. The results allow to obtain information about the process of ‘mediatization’, realized by the e-teacher, and guidance information for the study on the effectiveness of the digitized disciplinary contents used and on the effect they have on learnings of students.

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Notes

  1. 1.

    Another study by the National Survey of the Online and Digital Learning Canadian Digital Learning Research Association (2018) confirms that the students’ learning outcomes - taken as a Quality data, compared to face-to-face courses and on-line courses - is 18% superior compared to ‘face-to-face’ and 10% compared to online.

  2. 2.

    The guidelines are articulated in quality assurance policy; design and approval of programs; student-centered learning, teaching and evaluation; student admission, progression, recognition and certification; staff of teachers; resources for learning and student support; information organization; public information; ongoing monitoring and periodic review programs; external and cyclical quality assurance.

  3. 3.

    ‘Higher education institutions have primary responsibility for the quality of their staff and for providing them with a supportive environment that allows them to carry out their work effectively’ (ENQA, 2015, p. 13): provide transparent and equitable processes for the recruitment, offer opportunities and promotes the professional development of teaching staff, encourages scientific activity to strengthen the link between education and research and innovation in teaching methods using new technologies.

  4. 4.

    Guri-Rosenblit points out that ‘most academic faculty are not well-equipped to guide students in developing the digital competencies they need’ (p. 95) e refers to the Stanford History Education Group (Wineburg et al. 2016) on history scholars ‘who were trained over decades to look closely and critically at texts. Yet, many could not navigate a simple problem of web credibility’ (p. 95).

  5. 5.

    The components of TPACK are based on that already identified in by Shulman (1986, 2004): Technological knowledge (‘knowledge of the technologies and skills necessary to operate with them - TK); Pedagogical knowledge (‘Teaching/learning processes and practices, methods and approaches’ - PK); Knowledge of content (‘teachers’ understanding of the semantics and syntactic organization of a discipline’ - CK, Starkey 2010).

  6. 6.

    According to the distinction, introduced by Hegarty et al. (1991) and supported by Paoletti (2011), the Fig. 3b is an ‘image/diagram’ as it represents a concrete referent (tree) but also the functioning (the ecological system).

  7. 7.

    According to the ‘dual-coding theory’ (Paivio 1990), this favors the integration of information and the processing of mental images, above all if usefully activated by the times of appearance of the animation and the space where the text is placed. It is the so-called ‘visually integrated format’ that reduces the cognitive load (Ganino 2018, p. 119; Mayer 2009).

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Author information

Authors and Affiliations

  1. University of Bari ‘Aldo Moro’, 70100, Bari, Italy

    Loredana Perla

  2. Giustino Fortunato University of Benevento, 82100, Benevento, Italy

    Laura Sara Agrati

  3. Mediterranea University of Reggio Calabria, 89124, Reggio Calabria, Italy

    Viviana Vinci

Authors
  1. Loredana Perla
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  2. Laura Sara Agrati
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  3. Viviana Vinci
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Corresponding author

Correspondence to Loredana Perla .

Editor information

Editors and Affiliations

  1. Universidad Internacional de La Rioja, Logroño, La Rioja, Spain

    Daniel Burgos

  2. Unitelma Sapienza University, Rome, Italy

    Marta Cimitile

  3. Department of Information Engineering, University of Pisa, Pisa, Italy

    Pietro Ducange

  4. Università degli Studi eCampus, Novedrate, Como, Italy

    Riccardo Pecori

  5. SMARTEST Research Centre, Università degli Studi eCampus, Novedrate, Como, Italy

    Pietro Picerno

  6. Università degli Studi eCampus, Novedrate, Italy

    Paolo Raviolo

  7. Open University in the Netherlands, Heerlen, The Netherlands

    Christian M. Stracke

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Perla, L., Agrati, L.S., Vinci, V. (2019). The ‘Sophisticated’ Knowledge of e-Teacher. Re-shape Digital Resources for Online Courses. In: Burgos, D., et al. Higher Education Learning Methodologies and Technologies Online. HELMeTO 2019. Communications in Computer and Information Science, vol 1091. Springer, Cham. https://doi.org/10.1007/978-3-030-31284-8_1

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  • DOI: https://doi.org/10.1007/978-3-030-31284-8_1

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