Den digitale vendingen: en casestudie om studenter og underviseres opplevelse av digital undervisning og kompetanse, sett i lys av UH-pedagogers profesjonelle ansvar

Abstract

This chapter examines the “digital turn” in higher education, with a particular focus on the post-pandemic experiences of students and teachers. It evaluates whether institutions provide the necessary digital competencies and support systems for high-quality learning and preparation for a digitalized society, or if they are still transitioning toward this ideal. Utilizing a situated learning model and data from surveys and interviews at a large Norwegian university, the study explores the opportunities and challenges faced in digital teaching during the pandemic and identifies lessons for enhancing digital competence and institutional support. The findings underscore the need for teachers to develop their professional digital competence and for universities to adopt adaptable support systems that cater to diverse learning contexts and core needs. Key results include a significant gap between students’ expectations and experiences, the need for relevant professional development for teachers, and the need for integrated support structures combining digital competence with pedagogical growth. The study highlights the importance of understanding the varied experiences of students and teachers to prepare universities for future digital demands, urging for continuous dialogue on digital competence closely linked to actual teaching and learning experiences.