Please use this identifier to cite or link to this item: https://doi.org/10.21256/zhaw-4665
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dc.contributor.authorMüller, Claude-
dc.contributor.authorDi Giusto, Flavio-
dc.contributor.authorGross, Sandra-
dc.contributor.authorKoruna, Stefan-
dc.date.accessioned2018-08-15T06:44:45Z-
dc.date.available2018-08-15T06:44:45Z-
dc.date.issued2016-
dc.identifier.issn2219-6994de_CH
dc.identifier.urihttps://digitalcollection.zhaw.ch/handle/11475/8982-
dc.description.abstractWhen lecturers join a university, they generally possess high-level, domain-specific expertise. In addition, as a result of their education and professional experience, teachers also have good information and communication technology (ICT) competencies. But when examining lecturers' pedagogical skills and knowledge of digital technologies, a completely different picture emerges: Both are often only rudimentary. Plugging these competency gaps is a key goal in the process of socialization and development of new university lecturers.de_CH
dc.language.isoende_CH
dc.publisherForum Neue Medien in der Lehre Austriade_CH
dc.relation.ispartofZeitschrift für Hochschulentwicklungde_CH
dc.rightshttp://creativecommons.org/licenses/by-nd/3.0/de_CH
dc.subjectTeacher developmentde_CH
dc.subjectICT literacyde_CH
dc.subject.ddc378: Hochschulbildungde_CH
dc.titleTeaching in the digital age : adaptation and competency development for academicsde_CH
dc.typeBeitrag in wissenschaftlicher Zeitschriftde_CH
dcterms.typeTextde_CH
zhaw.departementSchool of Management and Lawde_CH
zhaw.organisationalunitZentrum für Innovative Didaktik (ZID)de_CH
dc.identifier.doi10.21256/zhaw-4665-
dc.identifier.doi10.3217/zfhe-11-05/11de_CH
zhaw.funding.euNode_CH
zhaw.issue5de_CH
zhaw.originated.zhawYesde_CH
zhaw.pages.end203de_CH
zhaw.pages.start187de_CH
zhaw.publication.statuspublishedVersionde_CH
zhaw.volume11de_CH
zhaw.publication.reviewPeer review (Publikation)de_CH
Appears in collections:Publikationen School of Management and Law

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