DIGIT: The Digitalisation of Teaching and Learning in Higher Education

Research – Department of Teacher Education

DIGIT: The Digitalisation of Teaching and Learning in Higher Education

The research group DIGIT conducts research into the use of digital technologies in Higher Education (HE). The research focus is based on the transformation of current teaching and learning practice and the role that new and emerging digital technologies play in activating student learning.  DIGIT has the goal of contributing to the strengthening of teaching and learning at NTNU and in Higher Education in general.

The main focus of our research is concerned with MOOCs and online courses, and in particular, how we can contribute to flexibility, scalability, transparency and quality in these courses for lifelong learning. In addition to this, we pilot and beta test learning platforms and digital tools that inform current practice and decision makers who are responsible for the digital infrastructure and end user functionality of these technologies. With our aim to transform teaching and learning in Higher Education, we are also concerned with research that is focussed on how we use digital technologies in our teaching and learning and how this contributes to the development of an educators’ professional digital competency.

DIGIT has three main areas of research focus:

  1. Research that is concerned with MOOCs and online courses, and in particular, how we can contribute to flexibility, scalability, transparency and quality in these courses for lifelong learning.  
  2. The piloting and beta testing of learning platforms and digital tools that inform current practice and decision makers who are responsible for the digital infrastructure and end user functionality of these technologies.  
  3. With our aim to transform teaching and learning in Higher Education, we are also concerned with research that is focussed on how we use digital technologies in our teaching and learning and how this contributes to the development of an educators’ professional digital competency. 

The research group’s long-term goal is to contribute to and strengthen educators’ research informed development of teaching and activate students’ learning. We also seek to contribute to an education that caters to the needs in the labour market and in society in general.  

DIGITs research aims to have a transformative and positive impact on the decisions and actions that both leaders and educators make in Higher Education. The research group is organised in a network across departments and faculties at NTNU.  The group works in ad-hoc teams and makes use of online services and technologies to carry out their research.  

Background and membership  

The research group originated in Smart Learning (2013-2016), a project under NTNU top-education, and in the program NTNU Drive (2016-2021), which is funded by pro-rector for education at NTNU.  

Educators, who wish to contribute to research into the digitalisation of education in HE, are most welcome to join our network. The research group may also be able to support research at the master’s level within our research areas.  

The activities in the research group are:

  • Beta-testing – piloting new, cutting edge technologies  
  • MOOC – online teaching and learning  
  • Internal competence development – technological, pedagogical and organisational educational development  

Our research is based on qualitative and quantitative research. You can read our publications on the staff pages at NTNU.

Our external partners:

  • OsloMet, Gyldendal forlag
  • Research and Educational Network, Innovasjon Norge
  • Unit - Directorate for ICT and joint services in higher education and research
  • Læringssenteret, IT-avdelingen ved NTNU, Multimediesenteret
  • SEED og PULS, Seksjon for universitetspedagogikk
  • Læringsfestivalen, Webinarfestivalen – program committees

Publications

Aalberg, T., & Lorås, M. (2018). Active learning and student peer assessment in a web development course. NIKT: Proceedings Norsk IKT-konferanse for forskning og utdanning.

Blundell, C. N., Lee, K.-T., & Nykvist, S. S. (2020). Moving beyond enhancing pedagogies with digital technologies: Frames of reference, habits of mind and transformative learning. Journal of research on technology in education. doi:10.1080/15391523.2020.1726235

Blundell, C. N., Lee, K.-T., & Nykvist, S. S. (2019). Using Dual Systems theory to conceptualise challenges to routine when transforming pedagogy with digital technologies. Teachers and Teaching: Theory and Practice, (In Press). doi:10.1080/13540602.2019.1652161

De Caro-Barek, V. (2018) Innovation in language teaching and learning: How to make a language MOOC genuinely innovative. In L. I. McLoughlin, A. Villarini (Ed.), E-Learning, MOOCs and Foreign Languages: Research, Studies and Experiences. (39-50). UniorPress.

De Caro-Barek, V. (2019) Innovation in Language Teaching and Learning: What Do We Need to Make a Massive Open Online Course (MooC) for Language Learning Genuinely Innovative?. IFIP Advances in Information and Communication Technology. vol. 524.

De Caro-Barek, V. (2019) Reshaping teachers' professional identity for the digital era: Teachers' role and responsibilities in MOOCs. CEUR Workshop Proceedings. vol. 2356, 108-113. http://ceur-ws.org/Vol-2356/experience_short5.pdf

De Caro-Barek, V & Barek, K. (2019) WebRTC in Open EdX: Making live Communication and Collaboration in Language MOOCs real. CEUR Workshop Proceedings. vol. 2356, 114-120.

Haugsbakken, H., & Langseth, I. Blockchain as Loose Organizations. Beta, 34(02), 129-160.

Haugsbakken, H., & Langseth, I. D. (2020). Drive-X: A Collaborative Model For Making MOOCs. EduLearn20 Proceedings, 369–380.

Haugsbakken, H & Nykvist, S. & Lysne, D. A. (2019) The Need to Focus on Digital Pedagogy for Online Learning. European Journal of Education (EJED). vol. 2 (3).

Haugsbakken, H., & Langseth, I. D. (2019) Designing an Educational Action Task Force for MOOCs and Online Course Production. IFIP Advances in Information and Communication Technology. vol. 524. 10.1007/978-3-030-23513-0_12

Haugsbakken, H., & Langseth, I. D. (2019) Pedagogical Strategies for Creating an Online Community. CEUR Workshop Proceedings. vol. 2356, 140-145.

Haugsbakken, H., & Langseth, I. D. (2019) The Blockchain Challenge for Higher Education Institutions. European Journal of Education (EJED). vol. 2 (3).

Haugsbakken, H., & Jacobsen, D. Y., & Langseth, I. D. (2018) Digital professional development: towards a collaborative learning approach for taking higher education into the digitalized age. Nordic Journal of Digital Literacy. vol. 13 (1). 10.18261/issn.1891- 943X

Haugsbakken, H., & Langseth, I. D. (2017) Organizational Areas for Improvement When Realizing MOOCs At Universities. CEUR Workshop Proceedings. vol. 1841, 112-117.

Haugsbakken, H., & Langseth, I.D. (2017) Introducing blended learning MOOC – A study of one bMOOC in Norwegian teacher education. IFIP Advances in Information and Communication Technology. vol. 493, 59-71

Haugsbakken, H., & Langseth, I.D. (2014) YouTubing: Challenging Traditional Literacies and Encouraging Self-Organisation and Connecting in a Connectivist Approach to Learning in the K-12 System. Digital Culture and Education. vol. 6 (2), 132-151.

Hjelsvold, R., Nykvist, S. S., Lorås, M., Bahmani, A., & Krokan, A. (2020, November 24-25). The COVID-19 Lockdown and Pedagogical Change in CS Education. NIKT: Proceedings Norsk IKT-konferanse for forskning og utdanning.

Hustad, J. L., & Schille, A., & Wattengård, E. (2019) Escaping the talking head: Experiences with three different styles of MOOC video. Proceedings of the the 6th European Conference on Massive Open Online Courses. vol 2356, 151-156.

Jacobsen, D. Y. (2017) Dropping out or dropping in? A connectivist approach to understanding participants’ strategies in an e-learning MOOC pilot. Tech Know Learn 24, 1–21 (2019).

Langseth, I.D., & Lysne, D. A., & Nykvist, S., & Haugsbakken, H. (2019) MOOC Platforms: A Nordic Approach to Research Informed Education in Higher Education. CEUR Workshop Proceedings. vol. 2356, 157-162

Langseth, I. D., & Sedal, H. (2019) Smart Phones in Schools: In What Ways can Coaching Empower Students to Make Valid Judgement on When and How to Use their Smart Phones? Human IT. vol. 14 (3), 48-82.

Langseth, I.D., & Jacobsen, D. Y., & Haugsbakken, H. (2018) Digital professional development: towards a collaborative learning approach for taking higher education into the digitalized age. Nordic Journal of Digital Literacy. vol. 13 (1), 24-39.

Lorås, M., Hjelsvold, R., Nykvist, S. S., Bahmani, A., & Krokan, A. (2020, November 24-25). The Hidden Benefits of the Campus - What the Covid-19 Pandemic Can Teach Us About the Computing Study Environment. NIKT: Proceedings Norsk IKT-konferanse for forskning og utdanning.

Nykvist, S., Blundell, C., & Mukherjee, M. (2019). Digital Learning. In K. Main & D. Pendergast (Eds.), Teaching primary years: Rethinking curriculum, pedagogy and assessment (pp. 400-421). Australia: Allen and Unwin.

Zanjani, N., Edwards, S. L., Nykvist, S., & Geva, S. (2017). The Important Elements of LMS Design That Affect User Engagement with E-Learning Tools within LMSs in the Higher Education Sector. Australasian Journal of Educational Technology, 33(1), 19-31. doi:10.14742/ajet.2938

Members of research group

Members of research group