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dc.contributor.authorJääskelä, Päivikki
dc.contributor.authorHäkkinen, Päivi
dc.contributor.authorRasku-Puttonen, Helena
dc.date.accessioned2017-12-04T05:27:15Z
dc.date.available2019-01-20T22:35:37Z
dc.date.issued2017
dc.identifier.citationJääskelä, P., Häkkinen, P., & Rasku-Puttonen, H. (2017). Teacher beliefs regarding learning, pedagogy, and the use of technology in higher education. <em>Journal of Research on Technology in Education</em>, 49 (3-4), 198-211. <a href="https://doi.org/10.1080/15391523.2017.1343691">doi:10.1080/15391523.2017.1343691</a>
dc.identifier.otherTUTKAID_74504
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/56088
dc.description.abstractThis study examines university teachers’ beliefs about the role of technology in achieving the pedagogical aims of learning within teaching development initiatives at a Finnish university. The initiatives targeted technology adoption in teaching and learning and were enhanced within teacher groups, with support from a university level network program. Thematic interviews were conducted with the members of 11 initiative groups, covering 18 teachers from various disciplines. The qualitative content analysis revealed diverse belief groups. Technology was perceived as a tool for: the promotion of self-paced studying without explicit learning aims; active and interactive learning; integrative learning with continuous assessment; and meaningful learning. The study highlights the need for a more systematic explication of teacher beliefs and the acknowledgment of alternative ways of thinking in teacher developmental programs.
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofseriesJournal of Research on Technology in Education
dc.subject.otheroppiminen
dc.subject.otherpedagogiikka
dc.subject.otherteknologiakasvatus
dc.subject.otherlearning
dc.subject.otherpedagogy
dc.subject.otheruse of technology
dc.subject.otherhigher education
dc.titleTeacher beliefs regarding learning, pedagogy, and the use of technology in higher education
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201712014437
dc.contributor.laitosKoulutuksen tutkimuslaitosfi
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosFinnish Institute for Educational Researchen
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineKoulutuksen tutkimuslaitos
dc.contributor.oppiaineKasvatuspsykologia
dc.contributor.oppiaineKasvatustiede
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2017-12-01T07:15:04Z
dc.type.coarjournal article
dc.description.reviewstatuspeerReviewed
dc.format.pagerange198-211
dc.relation.issn1539-1523
dc.relation.volume49
dc.type.versionacceptedVersion
dc.rights.copyright© 2017 ISTE. This is a final draft version of an article whose final and definitive form has been published by Taylor & Francis. Published in this repository with the kind permission of the publisher.
dc.rights.accesslevelopenAccessfi
dc.relation.doi10.1080/15391523.2017.1343691


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