Browsing by Subject "distansundervisning"

Goal. The purpose of the thesis is to identify, analyze and describe the underlying impact of digitalisation on equality and inequality between students in elementary schools. In addition, the relationship between democracy, participation and digitalisation is researched. Previous studies have shown that there are differences in teachers' and students' digital competence, technological equipment, digitalisation between different cities/schools. Studies have also shown that students' digital equipment and socio-economic background affect students’ academic success. Digital competence is a central part of the curriculum and relevant in today's changing society, as are equality matters. The remote-studies during the covid-19 pandemic and the number of digital tools in everyday life have also increased the need for digital tools in teaching. Methods. The study is a qualitative interview study within the framework of the research project "Digital literacy in development", DigiLi. The project started in the year 2021 and the research process is still active in 2022. The material received includes interviews with teachers in Swedish-speaking schools in Finland. The study uses ten semi-structured in-depth interviews with teachers in grades 5–9. In the interviews the topic of discussion was distance learning and digi-talisation, with a focus on digital resources, changes in teaching content and student participa-tion, student (in)equality, language awareness and collegial work. The audio recordings and transcriptions were analyzed using content analysis. Results and conclusions. The teachers feel that students have access to different digital tools among themselves. The economic situation of families can for example lead to weak internet connection and digital tools. The teachers also gave varying answers to questions about partici-pation in the digital environment; digitalisation and the use of digital tools can both promote democracy and participation in education as well as hinder or suppress it. The conclusions are that students have access to different teaching methods with digital tools between them, which is due to differences in the teachers' digital competence, the school's/municipality's resources and the student's (socio)economic status. The digitalisation of teaching can thus expand the already existing inequalities in society.

Aim. Since the spring of 2020 a large number of students were forced to study from home because of the coronavirus. As a result of the pandemic, a discussion has been raised about contact teaching and the importance of physical interaction on site. The purpose of the study is therefore to develop knowledge about how the relationship between personal, learning and environment-specific factors has changed during the pandemic. There have been divided opinions about whether the pandemic and the new study routine has affected the students perception of the learning environment, the students self-efficacy, the study-related burnout and the academic achievement. Even when you look at the earlier research done on the consequences of the pandemic, it shows varying results. Methods. The survey is based on a quantitative analysis. Data was collected by using the electronic HowULearn questionnaire, administrated by the Centre for university teaching and learning (HYPE). The data was collected at four separate occasions and divided into two groups, pre-pandemic (spring 2018- spring 2019) Npre= 207, and during pandemic (spring 2020- spring 2021) Npand=166. The first group consisted of 141 Swedish speaking social science students and 66 educational students, while all students in the second group were social science students. Although the sample consisted of students from different faculties, the sample was treated as a whole. Using the statistical program SPSS, the collected data was analyzed, using factor analysis, t-test, variance analysis and regression analysis. Results and conclusion. The results showed that the Swedish speaking students experienced their studies in various ways during the coronavirus. In general, the students thought that the education kept a high standard even during the remote teaching period. Also, the feedback that the students received has been considered more rewarding and giving during the pandemic. No differences were found in the students' self-efficacy. As what comes to the possibility for collaboration, the students found it to be more difficult during the pandemic then prior to it. During the pandemic the students considered themselves more emotionally exhausted then before. Based on the regression analysis, the results showed that the academic achievement during the pandemic, unlike before, was affected by only difficulties in learning and cynicism, which reflects the limiting effects of remote learning.

This study aims at describing the relation between students’ fine motor skills and sloyd teachers’ implementation of the teaching as well as the impacts on students’ learning. The study examines how teachers take count of the level of student's skills in the planning and implementation of the teaching and how fine motor skills manifest themselves in the learning situation. This study also examines in what way students’ fine motor skills affect the assessment. Furthermore, the methods for teaching fine motor skills and the consequences of the period of distance education in the spring of 2020 are examined. Previous studies have shown that sloyd teachers see a decrease in students' knowledge and fine motor skills, even though students often value their skills as good. The connection between fine motor skills and sloyd has been little studied. The data was collected in five semi-structured interviews with active sloyd teachers in com-pulsory school grades 3-6. The data was analysed according to the principles of theory-driven content analysis based on an abductive approach. The results show that students’ fine motor skills have an impact on both how the teacher teaches and how the student learns. The teachers reported adjusting their teaching standards to meet student´s ability. Teachers also see a reduction in students’ basic skills. The student's fine motor skills affect the student's motivation and commitment and thereby indirectly the assessment. The study shows that the teachers used various methods to teach fine motor skills and craft techniques. Furthermore, the study shows that the teachers were cautious about estimating the consequences of the period of distance education. The results can be used as a contribution to the discussion about the relevance of sloyd and what skills and knowledge should be included in sloyd education.