Year: 2006
Type: conference-paper
Study design: Observational Study
Abstract: A nationwide Swedish distance education programme, SÄL, was offered to adults with previous higher education studies working as teachers in K-12. A smaller study conducted among this group of students at Göteborg University, Göteborg, revealed concerns regarding teacher performance online. A follow-up and larger study using a questionnaire survey was used to reveal possible conflicts and contradictions in the programme. An analysis suggests that there is a contradiction between how the programme is presented and how it is carried out in a number of cases. There are also conflicts, not only between teachers and students, but also between senior university management and some of the course leaders/teachers. The study found that the students perceived many teachers as being absent in the discussions online. Teacher importance for student knowledge-building also scores very low compared, for example, with face-to-face meetings.
DOI: 10.54337/nlc.v5.9468
Author: Günther Dippe
Institution: University of Gothenburg
Language: English
Topic: Online and Blended Learning
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4404248536