In this study, we outline the different steps and strategies followed to develop an online formation program aimed to higher education teachers. The aim of this program is to provide with teaching competencies to face the challenges of the next decade’s classroom, with a special focus on the role of digital technology in learning environments, through a combination of a self-managed course with a guided on-site training with real cases. A multicultural, multidisciplinary team conceives this blended learning format, which applies a storytelling approach for content generation and communication. A detailed description of the different factors and stages followed to undertake the project is presented, together with a series of recommendations to face similar activities in the applied teaching and educational innovation field. Specifically, the importance of an appropriate project design, management and timing is stressed. In this way, we contribute with the diffusion of an innovative, hybrid program to develop digital competences in higher education practitioners and a selection of criteria to undertake other supranational projects that count on a wide reach and follow a didactical approach.
higher education, teacher education, blended learning, digital competences
7 June 2019
20 July 2019
This is an open access article under the CC BY-NC license.
Bigné, E.; Badenes-Rocha, A.; Ruiz, C.; & Andreu, L. (2019). Blended training for teachers of online higher education. Journal of Management and Business Education, 2(2), 108-126. https://doi.org/10.35564/jmbe.2019.0010
Alshahrani, S., Ahmed, E., and Ward, R. (2017). “The influence of online resources on student–lecturer relationship in higher education: a comparison study”, Journal of Computers in Education, Vol. 4, No. 2, pp. 87-106. https://doi.org/10.1007/s40692-017-0083-8
Avidov-Ungar, O. and Forkosh-Baruch, A. (2018). “Professional identity of teacher educators in the digital era in light of demands of pedagogical innovation”, Teaching and Teacher Education, Vol. 73, pp. 183-191. https://doi.org/10.1016/j.tate.2018.03.017
Bigné, E., Badenes, A., Ruiz, C., & Andreu, L. (2018). Virtual classroom: teacher skills to promote student engagement. Journal of Management and Business Education, 1(2), 87-105. https://doi.org/10.35564/jmbe.2018.0008
Christopher, D. and Hyder, K. (2014). The successful virtual classroom: How to design and facilitate interactive and engaging live online learning. Amacom, New York, NY.
Cochran-Smith, M. and Villegas, A. M. (2015). “Framing teacher preparation research: An overview of the field, part 1”, Journal of Teacher Education, Vol. 66 No. 1, pp. 7-20. https://doi.org/10.1177/0022487114549072
Dolot, A. (2018). “The characteristics of Generation Z”, E-Mentor, Vol. 74, No. 2, pp. 44-52. https://doi.org/10.15219/em74.1351
European Commission (2019). “Erasmus + Programme Guide”. Retrieved on March 8, 2019 from https://ec.europa.eu/programmes/erasmus-plus/programme-guide/part-b_en
Gil-Jaurena, I. and Domínguez, D. (2018). “Teachers’ roles in light of massive open online courses (MOOCs): Evolution and challenges in higher distance education”, International Review of Education, Vol. 64, No. 2, pp. 197-219. https://doi.org/10.1007/s11159-018-9715-0
Henrie, C. R., Halverson, L. R. and Graham, C. R. (2015). “Measuring student engagement in technology-mediated learning: A review”, Computers & Education, Vol. 90, pp. 36-53. https://doi.org/10.1016/j.compedu.2015.09.005
Stanford University IT (2017). “Monthly Video Conferencing Participants Doubled Over Past Year”. Retrieved on March 11, 2018 from https://uit.stanford.edu/news/monthly-video-conferencing-participants-doubled-over-past-year
INTEF (2017). “Common Digital Competence Framework for Teachers. October 2017”. Retrieved on March 12, 2019 from https://aprende.intef.es/sites/default/files/2018-05/2017_1024-Common-Digital-Competence-Framework-For-Teachers.pdf
Kalolo, J. F. (2019). “Digital revolution and its impact on education systems in developing countries”, Education and Information Technologies, Vol. 24, No. 1, pp. 345-358. https://doi.org/10.1007/s10639-018-9778-3
Kaplan, A. M. and Haenlein, M. (2016). “Higher education and the digital revolution: About MOOCs, SPOCs, social media, and the Cookie Monster”, Business Horizons, Vol. 59, No. 4, pp. 441-450. https://doi.org/10.1016/j.bushor.2016.03.008
Lai, K. W. and Hong, K. S. (2015). “Technology use and learning characteristics of students in higher education: Do generational differences exist?”, British Journal of Educational Technology, Vol. 46 No. 4, pp. 725-738. https://doi.org/10.1111/bjet.12161
Lakhal, S. and Khechine, H. (2016). “Student intention to use desktop web-conferencing according to course delivery modes in higher education”, The International Journal of Management Education, Vol. 14, No. 2, pp. 146-160. https://doi.org/10.1016/j.ijme.2016.04.001
Lee, K. (2018). “Implementing computer‐mediated intercultural communication in English education: A critical reflection on its pedagogical challenges”, Journal of Computer Assisted Learning, Vol. 34 No. 6, pp. 673-687. https://doi.org/10.1111/jcal.12275
Li, C. R., Lin, C. J., Tien, Y. H. and Chen, C. M. (2017). “A multilevel model of team cultural diversity and creativity: The role of climate for inclusion”, The Journal of Creative Behavior, Vol. 51, No. 2, pp. 163-179. https://doi.org/10.1002/jocb.93
McCutcheon, K., Lohan, M., Traynor, M. and Martin, D. (2015). “A systematic review evaluating the impact of online or blended learning vs. face‐to‐face learning of clinical skills in undergraduate nurse education”, Journal of Advanced Nursing, Vol. 71, No. 2, pp. 255-270. https://doi.org/10.1111/jan.12509
Medrano, N., Mosquera, A. & Melón, A. (2018). Análisis del efecto del uso de herramientas multimedia. Journal of Management and Business Education, 1(3), 210-225. https://doi.org/10.35564/jmbe.2018.0015
Niemi, H. and Multisilta, J. (2016). “Digital storytelling promoting twenty-first century skills and student engagement”, Technology, Pedagogy and Education, Vol. 25 No. 4, pp. 451-468. https://doi.org/10.1080/1475939X.2015.1074610
Paul, A. K. and Adaeze, O. B. (2018). “Bridging the digital divide: the relevance of Marshall McLuhan’s media ecology theory” British Journal of Education, Vol. 6, No. 6, pp. 23-28.
Phan, T., McNeil, S. G. and Robin, B. R. (2016). “Students’ patterns of engagement and course performance in a Massive Open Online Course”, Computers & Education, Vol. 95, pp. 36-44. https://doi.org/10.1016/j.compedu.2015.11.015
Pineda Hoyos, J. E., Cano, T. and Hernando, L. (2016). “E-moderating and e-tivities: the implementation of a workshop to develop online teaching skills in in-service teachers”, Profile Issues in Teachers Professional Development, Vol. 18 No. 1, pp. 97-114. http://dx.doi.org/10.15446/profile.v18n1.44269.
Planas-Lladó, A., Feliu, L., Castro, F., Fraguell, R. M., Arbat, G., Pujol, J., ... and Daunis-i-Estadella, P. (2018). “Using peer assessment to evaluate teamwork from a multidisciplinary perspective”, Assessment & Evaluation in Higher Education, Vol. 43, No. 1, pp. 14-30. https://doi.org/10.1080/02602938.2016.1274369
Prensky, M. (2001). “Digital natives, digital immigrants part 1”, On the Horizon, Vol. 9, No. 5, pp. 1-6. https://doi.org/10.1108/10748120110424816
Sarıca, H. Ç. and Usluel, Y. K. (2016). “The effect of digital storytelling on visual memory and writing skills”, Computers & Education, Vol. 94, pp. 298-309. https://doi.org/10.1016/j.compedu.2015.11.016
Schwarz, B. B. and Asterhan, C. S. (2011). “E-moderation of synchronous discussions in educational settings: A nascent practice”, Journal of the Learning Sciences, Vol. 20, No. 3, pp. 395-442. https://doi.org/10.1080/10508406.2011.553257
Shachaf, P. (2008). “Cultural diversity and information and communication technology impacts on global virtual teams: An exploratory study”, Information & Management, Vol. 45, No. 2, pp. 131-142. https://doi.org/10.1016/j.im.2007.12.003
Thomas, R. A., West, R. E. and Borup, J. (2017). “An analysis of instructor social presence in online text and asynchronous video feedback comments”, The Internet and Higher Education, Vol. 33, pp. 61-73. https://doi.org/10.1016/j.iheduc.2017.01.003
Van Der Vegt, G. S. and Bunderson, J. S. (2005). “Learning and performance in multidisciplinary teams: The importance of collective team identification”, Academy of Management Journal, Vol. 48, No. 3, pp. 532-547. https://doi.org/10.5465/amj.2005.17407918
Wanner, T. and Palmer, E. (2015). “Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course”, Computers & Education, Vol. 88, pp. 354-369. https://doi.org/10.1016/j.compedu.2015.07.008
Wiedmer, T. (2015). “Generations do differ: Best practices in leading traditionalists, boomers, and generations X, Y, and Z”, Delta Kappa Gamma Bulletin, Vol. 82, No. 1, pp. 51-58.
Wharton Online (2019). “Wharton Online: Making World-Class Business Education Accessible to the World”. Retrieved on March 25, 2019 from https://online.wharton.upenn.edu/
Wolff, C. E., van den Bogert, N., Jarodzka, H. and Boshuizen, H. P. (2015). “Keeping an eye on learning: Differences between expert and novice teachers’ representations of classroom management events”, Journal of Teacher Education, Vol. 66, No. 1, pp. 68-85. https://doi.org/10.1177/0022487114549810