Affiliations: [a] University Center for Education Development, Linnaeus University, Växjö, Sweden | [b] School of Computer Science, Physics and Mathematics, Linnaeus University, Växjö, Sweden | University of Piraeus, Greece
Correspondence:
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Corresponding author: Martin Stigmar, Ph. D., Associate Professor, in Educational Science, University Center for Educational Development, Linnaeus University, SE-35195 Växjö, Sweden. Fax: +46 470 84004; E-mail: [email protected]
Abstract: During the last decades there have been extensive investments in order to stimulate ICT-supported flexible learning. The increased interest in flexible learning has heightened the need for a critical analysis of the consequences of on-line teaching. However, critics argue that the new teacher role has not yet been thoroughly scrutinized. The aim of this paper is to trigger a debate about the changes and challenges related to the modified teacher role at universities. The methodology follows empirical data from interviews and literature surveys as well as our own experience in different flexible courses and continuous training of colleagues. Results of this study problematize both positive and negative implications on the teacher role in ICT-supported flexible learning, e.g. tendencies of teacher de-professionalization, increased ICT-dependency and uncertainty of quality in learning outcome. In conclusion our findings emphasize the need for increased teacher training in using ICT in educational settings.
