Work

Teaching-learning in virtual learning environments: a matter of forced compromises away from student-centredness?

Year: 2023

Type: article

Abstract: In this phenomenographic study, we contribute with a critical view on teachers’ understanding of the use of digital technology in education is at the core. By analysing engineering teachers in Sweden’s qualitative different ways of experiencing teaching-learning in virtual learning environments (VLEs) pre-COVID-19 pandemic, we found three different approaches: (A) increased transmission possibilities, (B) outlined trail and (C) forced compromises. Based on our findings, the tensions between the possibilities in the virtual learning environment and teachers’ teaching-learning intentions are discussed, and teachers’ decreased room for action to design for learning is problematised. Notably, teachers with an increased breadth of awareness of teaching-learning appear to experience the greatest tensions, forcing them to compromise their student-centred intentions.

Source: Teaching in Higher Education

DOI: 10.1080/13562517.2023.2201674

Authors: Ida Naimi-Akbar, Maria Weurlander, Linda Barman

Institutions: KTH Royal Institute of Technology, Stockholm University

Language: English

Topic: Online and Blended Learning

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Funder: Kungliga Tekniska Högskolan