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dc.contributor.authorEngeness, Irina
dc.contributor.authorNohr, Magnus
dc.date.accessioned2021-02-14T17:35:35Z
dc.date.available2021-02-14T17:35:35Z
dc.date.created2020-10-19T13:54:30Z
dc.date.issued2020
dc.identifier.citationКультурно-историческая психология. 2020, 16 (3), 71-82.en_US
dc.identifier.issn1816-5435
dc.identifier.urihttps://hdl.handle.net/11250/2727898
dc.description.abstractThis study examines how participants engage in learning in the Pedagogical Information and Communication Technology (ICTPED) Massive Open Online Course (MOOC) aimed to enhance Norwegian pre- and in-service teachers’ professional digital competence. The study also provides an insight into how participants’ engagement in learning in the ICTPED MOOC may have enhanced their transformative digital agency. Analyses of participants’ engagement in learning draw on P.Y. Galperin’s pedagogical theory. The data comprised 310 participants’ responses to the questionnaire administered to all pre- and in-service teachers engaged in the ICTPED MOOC in 2016—2019. Mixed methods were applied for data analyses by providing quantitative and qualitative evidence about the participants’ engagement in the course. Findings reveal that the majority of participants engaged in learning by reading the textual information embedded in the course. In doing so, they followed the sequential progression informed by the course design. Other participants engaged in learning by watching the videos and listening to the audio files embedded in the course as well as by attempting the assignments and other activities. By following these approaches, the participants created their individual learning trajectories and therefore may have enhanced their digital agency and affected the epistemic practices in the course.en_US
dc.language.isoengen_US
dc.publisherMoscow State University of Psychology and Educationen_US
dc.rightsNavngivelse-Ikkekommersiell 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/deed.no*
dc.subjectonline learningen_US
dc.subjectmassive open online courseen_US
dc.subjectepistemic practicesen_US
dc.subjecttransformative digital agencyen_US
dc.subjectGalperinen_US
dc.titleEngagement in Learning in the Massive Open Online Course: Implications for Epistemic Practices and Development of Transformative Digital Agency with Pre- and In-Service Teachers in Norwayen_US
dc.title.alternativeОбучение в контексте массового открытого онлайн-курса: значение для эпистемических практик и развития трансформирующей цифровой агентности у будущих и работающих учителей в Норвегииen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.source.pagenumber71-82en_US
dc.source.volume16en_US
dc.source.journalКультурно-историческая психология = Cultural-Historical Psychologyen_US
dc.source.issue3en_US
dc.identifier.doi10.17759/chp.2020160308
dc.identifier.cristin1840539
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.fulltextoriginal
cristin.qualitycode1


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Navngivelse-Ikkekommersiell 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse-Ikkekommersiell 4.0 Internasjonal