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Pre-service teachers’ experiences of the transition from analogue to digital learning during the Covid-19 pandemic
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- Bäcklund, Johan (author)
- Jönköping University,KunskapsKulturer & UndervisningsPraktiker,HLK, Communication, Culture and Diversity (CCD),Jönköping University, KunskapsKulturer & UndervisningsPraktiker
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- Hugo, Martin (author)
- Högskolan i Borås,Akademin för bibliotek, information, pedagogik och IT,Jönköping University, HLK, Livslångt lärande/Encell,HLK, Livslångt lärande/Encell
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- Ericson, Kerstin (author)
- Jönköping University,Högskolan för lärande och kommunikation,Jönköping University, Högskolan för lärande och kommunikation
- (creator_code:org_t)
- 2022-04-20
- 2022
- English.
- In: Problems of Education in the 21st Century. - : PEC. - 1822-7864 .- 2538-7111. ; 80:2, s. 273-288
- Journal article (peer-reviewed)
Abstract
Subject headings
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- The transition from analogue campus-based learning to digital distance learning during the Covid-19 pandemic affected our society in many ways. This study set out to explore the experiences of 30 pre-service teachers when transitioning to digital distance learning. The pre-service teachers (PSTs) participated in a series of focus-group interviews that were subsequently analysed using qualitative content analysis. The results indicate that the transition to digital distance learning worked well and that the technology that was used performed satisfactorily. However, the PSTs experienced both opportunities and obstacles with respect to distance learning. The opportunities associated with digital distance learning were reported to be instantiated by teacher-led ‘flipped classroom’ teaching sessions and the additional freedom that was enjoyed by the PSTs (in both space and time). An obstacle associated with digital learning was the feeling that important aspects of interpersonal interaction disappeared. The PSTs remained sedentary and isolated at home, and the learning experience became somewhat dysfunctional when the teaching was not clearly structured and teacher-lead. The study concludes that it is not possible to replace IRL (‘in real life’) teaching entirely with digital distance learning. However, the results suggest that a hybrid form of teaching or elements of digital teaching can work well as a complement to future campus-based courses.
Subject headings
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Didaktik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Didactics (hsv//eng)
Keyword
- Covid-19
- digital learning
- digital teaching
- distance learning
- hybrid learning
- Lärarutbildning och pedagogisk yrkesverksamhet
- Teacher Education and Education Work
- Lärarutbildning och pedagogisk yrkesverksamhet
- Teacher Education and Education Work
Publication and Content Type
- ref (subject category)
- art (subject category)
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