PDF(Pubmed)
Abstract：
Disciplines in Higher Education have their own interpretations of what is essential knowledge that influences what is taught, how teaching occurs, and the role of digital tools. Disciplinary culture is dynamic and evolving, informed by disciplinary research and technology improvement. During the COVID-19 pandemic, digital solutions enabled ongoing teaching when undergraduate courses could not be taught on campus, in lecture theatres, seminar rooms, laboratories, or in the field. Using digital tools and changes in teaching practices has created a context where Higher Education teachers must consider how future learning and teaching should occur. To explore this, a cross-discipline team used appreciative inquiry framed in complexity theory to examine how teaching in undergraduate programmes is changing in the digital age and implications for Higher Education teachers. The research identifies how digital technologies influence undergraduate programmes in Applied Statistics, Computer Science, Critical Indigenous Studies, Geography, and Information Systems. Analysis of the case studies identified how disciplinary culture, context, and technology combine to influence pedagogical practice and digital capabilities needed to teach in undergraduate programmes. We conclude that Higher Education teachers require capability in appropriate pedagogical practice that aligns with disciplinary culture and the technologies available.
摘要：
高等教育学科对影响所教内容的基本知识有自己的解释，教学是如何发生的，以及数字工具的作用。学科文化是动态的和不断发展的,通过学科研究和技术改进。在COVID-19大流行期间，当本科课程无法在校园教授时，数字解决方案可以实现持续的教学，在演讲厅，研讨室,实验室,或在现场。使用数字工具和教学实践的变化创造了一个环境，高等教育教师必须考虑未来的学习和教学应该如何进行。为了探索这个，一个跨学科团队使用以复杂性理论为框架的欣赏探究来研究本科课程的教学在数字时代如何变化以及对高等教育教师的影响。该研究确定了数字技术如何影响应用统计学的本科课程，计算机科学,批判土著研究，地理,和信息系统。对案例研究的分析确定了学科文化，context,和技术相结合，影响本科教学所需的教学实践和数字能力。我们得出的结论是，高等教育教师需要具有与学科文化和可用技术相一致的适当教学实践的能力。
