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Social and Health Care Educators' Perceptions of Competence in Digital Pedagogy: A Qualitative Descriptive Study

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Item embargoed until 2021-06-27. Restrictions imposed by the publisher
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Date
2020
Author(s)
Ryhtä, Iina
Elonen, Imane
Saaranen, Terhi
Sormunen, Marjorita
Mikkonen, Kristina
Kääriäinen, Maria
Koskinen, Camilla
Koskinen, Monika
Koivula, Meeri
Koskimäki, Minna
Lähteenmäki, Marja-Leena
Wallin, Outi
Sjögren, Tuulikki
Salminen, Leena
Unique identifier
10.1016/j.nedt.2020.104521
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Self-archived article

Citation
Ryhtä, Iina. Elonen, Imane. Saaranen, Terhi. Sormunen, Marjorita. Mikkonen, Kristina. Kääriäinen, Maria. Koskinen, Camilla. Koskinen, Monika. Koivula, Meeri. Koskimäki, Minna. Lähteenmäki, Marja-Leena. Wallin, Outi. Sjögren, Tuulikki. Salminen, Leena. (2020). Social and Health Care Educators' Perceptions of Competence in Digital Pedagogy: A Qualitative Descriptive Study.  Nurse education today, 92, 104521. 10.1016/j.nedt.2020.104521.
Rights
2020 Elsevier Ltd.
Licensed under
CC BY-NC-ND https://creativecommons.org/licenses/by-nc-nd/4.0/
Abstract

Background
Digitalisation has made digital competence a necessity for those working in social and healthcare. A high degree of competence in digital pedagogy is required of educators to meet the challenge of educating future professionals who are themselves highly digitally competent.

Objectives
The aim of this study was to describe the perceptions of competence in digital pedagogy that educators in social and healthcare have.

Design
A qualitative descriptive study.

Participants
The participants were Finnish-speaking social and healthcare educators (n = 37) working at six Finnish universities of applied sciences (UAS).

Methods
Group interviews (n = 12) were conducted during spring 2018. Each group consisted of 2–5 educators, with a total of 37 educators. The data was analysed using an inductive content analysis.

Results
According to the interviewed educators, competence in digital pedagogy involved pedagogical, digital, and ethical skills and awareness. The educators were aware of the possibilities afforded by digital technology and had a positive view on how the technology could be utilised in education. However, the educators were concerned that technology might solely be utilised for the sake of digitalisation instead of being pedagogically preferable.

Conclusions
In the future, the results of this study can be utilised while developing an instrument to evaluate the level of competence in digital pedagogy. Examining the perceptions of the educators will allows us to better understand the phenomena from the educators' point of view.

Subjects
digital pedagogy   competence   digital technology   education   educator   social and healthcare   
URI
https://erepo.uef.fi/handle/123456789/8257
Link to the original item
http://dx.doi.org/10.1016/j.nedt.2020.104521
Publisher
Elsevier BV
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  • Terveystieteiden tiedekunta [1335]
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