Doctoral Theses (IVDF)

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Browsing Doctoral Theses (IVDF) by Author "Vindača, Olga"

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  • Publication
    Assessment of Pedagogical Competence of Academic Staff in Transformative Digital Learning Context
    (2023)
    Vindača, Olga
    ;
    Ļubkina, Velta
    The PhD thesis by Olga Vindača titles “Assessment of Pedagogical Competence of Academic Staff in Transformative Digital Learning Context” was developed in the field of Educational Sciences, sub-field Higher Education Pedagogy at the Faculty of Education, Languages and Design of Rezekne Academy of Technologies, under supervision of Dr. paed., professor Velta Ļubkina. The total volume of the thesis is 189 pages, 25 figures and 37 tables in the main text, as well as list of references with 297 titles and 36 appendices on 52 pages. The bulk of research is formed on providing the clear understanding on the concept of academic staff in higher education institutions, emphasizing that teaching/learning activities have to be interconnected with research work, focusing on transformative digital learning context that has become the most challenging after Covid-19 pandemics. How to organize teaching and learning in the most effective way, combining education, research and innovation, ensuring scientific excellence. Thus, the academic staff should be equipped with the right competence, where the background is formed on the pedagogical competence in synergy with research-innovative and digital aspects. This PhD research aims to explore the essence for the assessment and development of pedagogical competence of academic staff in transformative digital learning context in higher education institutions. Chapter I presents a literature review on a series of pedagogical and didactical theories, offering the definitions of basic concepts and the comparative analyses of the existing didactical models of pedagogical competence in international, European and Latvian dimensions. Chapter II describes and specifies the designed didactic framework for assessment of pedagogical competence of academic staff in transformative digital learning context. Chapter III presents the findings of the empirical study undertaken within the current research and outlines recommendations and practical considerations for its effective implementation, specifying further directions of the research.
  • Publication
    Assessment of Pedagogical Competence of Academic Staff in Transformative Digital Learning Context. Summary of the Doctoral Thesis
    (2023)
    Vindača, Olga
    ;
    Ļubkina, Velta
    The doctoral thesis by Olga Vindača titles “Assessment of Pedagogical Competence of Academic Staff in Transformative Digital Learning Context” was developed in the field of Pedagogy, sub-discipline Higher Education Pedagogy at the Faculty of Education, Languages and Design of Rezekne Academy of Technologies, under supervision of Dr. paed., professor Velta Ļubkina. The total volume of the thesis is 189 pages, 25 figures and 37 tables in the main text, as well as list of bibliographic sources with 297 titles and 36 appendices on 52 pages. The bulk of research is formed on providing the clear understanding on the concept of academic staff in higher education institutions, emphasizing that teaching/learning activities have to be interconnected with research work, focusing on transformative digital learning context that has become the most challenging after Covid-19 pandemics; how to organize teaching and learning in the most effective way, combining education, research and innovation and ensuring scientific excellence. Thus, the academic staff should be equipped with the right competence, where the background is formed on the pedagogical competence in synergy with research-innovative and digital ones. This PhD research aims to explore the essence for the assessment and development of pedagogical competence of academic staff in transformative digital learning context in higher education institutions. Chapter I presents a Literature Review on a series of pedagogical and didactical theories, offering the definitions of basic concepts and the comparative analyses of the existing didactical models of pedagogical competence in listed countries. Chapter II describes and specifies the designed didactic framework for assessment of pedagogical competence of academic staff in transformative digital learning context. Chapter III presents the findings of the empirical study undertaken within the current research and outlines recommendations for its effective application, specifying further directions of the research.