Digital learning and teaching in Higher education

In this talk I will, first, investigate to what extent three profiles of higher education teachers, based on their initiated digital learning activities during face-to-face teaching (Lohr et al., 2021), can be replicated in the context of online teaching during the COVID-19 pandemic. Digital learning activities are differentiated into four types based on the ICAP-framework (Chi & Wylie, 2014). Second, I will explore to what extent higher education teachers in the different profiles differ regarding their technological knowledge, technological-pedagogical knowledge and technology-related attitudes.

The presentation shares findings from a mixed-methods evaluation of the Blended Learning Platform, widely mobilised for remote training of doctors in the East of England during the Covid-19 pandemic. Drawing on survey and focus group evidence from both trainers and trainees across the Eastern region, it discusses the inherent and contingent advantages and disadvantages of digitally-supported remote study, and asks to what extent, in what ways and under what conditions digitally supported teaching and learning might benefit the training of future doctors beyond the pandemic.