Abstract:

The use of digital technologies in higher education offers numerous opportunities to enrich the teaching and learning process. However, their use must be carefully planned in accordance with the study objectives. Furthermore, university teachers need to be aware that online communication should not completely replace face-to-face communication in order to develop students' interpersonal skills and competencies, especially in teacher education study programmes. A useful framework for considering the implementation of technology in the teaching process is the SAMR model. This model describes four categories of strategies for using technology in teaching: Substitution, Augmentation, Modification, and Redefinition. In our study, we present a case study of a study course Collaboration, Counselling and Teamwork of the special education study programme at the Faculty of Education, University of Ljubljana. In this course, we implemented several digital teaching and learning activities according to the stages of the SAMR model. The aim of the present study was to test different digital tools, explore students’ experiences with their use and evaluate the contribution of these tools to students’ collaboration and teamwork experience within the course. Participating students also completed a questionnaire to assess perceived advantages and disadvantages of face-to-face and online collaboration and teamwork. Finally, a critical analysis of the use of digital technologies in higher education is provided and some recommendations for future curriculum adaptations for this course are proposed.

Keywords:

Digital technology, students, higher education, teamwork, collaboration.