Enhancing social and health care educators’ competence in digital pedagogy: A pilot study of educational intervention

Authors

• Iina Ryhtä Faculty of Medicine, Department of Nursing Science, University of Turku, Turku, Finland
• Imane Elonen Faculty of Medicine, Department of Nursing Science, University of Turku, Turku, Finland
• Mari Hiekko Faculty of Medicine, Department of Nursing science, University of Turku, Turku, Finland
• Jouko Katajisto Department of Mathematics and Statistics, University of Turku, Turku, Finland
• Terhi Saaranen Faculty of Health Sciences, Department of Nursing Science, University of Eastern Finland
• Marjorita Sormunen Institute of Public Health and Clinical Nutrition and Department of Nursing Science, University or Eastern Finland
• Kristina Mikkonen Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland
• Maria Kääriäinen Research Unit of Nursing Science and Health Management, University of Oulu
• Tuulikki Sjögren Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland
• Hilkka Korpi Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland
• Leena Salminen Faculty of Medicine, Department of Nursing Science, University of Turku, Turku; Turku University Hospital, Turku

DOI: https://doi.org/10.23996/fjhw.107466

Keywords:

digital competence, digital pedagogy, health care [http://www.yso.fi/onto/yso/p2641], educators (upbringing) [http://www.yso.fi/onto/yso/p25974], educator candidate, continuous education

Abstract

The purpose of this pilot study was to explore connection of an educational intervention on the competence of health care educators and educator candidates (n=11) in digital pedagogy as a part of national TerOpe project. An educational intervention, Basics of Digital Pedagogy was developed by the TerOpe project’s experts. The participating educators and educator candidates of the educational intervention were recruited from the universities and university of applied sciences, which were involved in TerOpe project. All the participants of the educational interventions were invited to take part in this study. The educational intervention was conducted during spring 2019. Pre- and post-tests were implemented digitally by using an Educators’ and Educator Candidates’ Competence in Digital Pedagogy self-assessment instrument (OODI), which was developed for this study. The OODI includes 32 items divided in six digital competence areas professional engagement, digital resources, teaching and learning, assessment, empowering learners and facilitating learners’ digital competence. The data was analysed statistically. The self-assessed level of overall competence in digital pedagogy and competence in all competence areas of digital pedagogy increased statistically significantly during the intervention. The educational intervention used in this study seems to increase educators’ self-assessed competence in digital pedagogy. We recommend that all educators be encouraged to conduct continuous education on the basics of digital pedagogy.