'I miss the physical presence of the students': Swedish teachers' experiences of online teaching and learning during the COVID-19 pandemic

Education in the North

卷:28

Eva Alerby¹  Niclas Ekberg²  Megan Johansson³ 

[1] Luleå University of Technology, Sweden;

[2] uleå University of Technology, Sweden;

关键词: lifeworld phenomenology;    belonging;    authenticity;    presence;    teachers’ experiences;    online teaching and learning;   

DOI  :  https://doi.org/10.26203/jhqw-6007

来源: DOAJ

【 摘 要 】

The demographic and economic conditions for education in the Nordic countries—especially in remoteareas of this region—has led to an increasingly intensive use of information and communicationtechnologies. The authorities’ response to the COVID-19 pandemic has, however, entailed a radicalacceleration of the already ongoing change towards digitisation. In the wake of the current pandemicregulations, the purpose of this study was to illuminate and discuss Swedish secondary school teachers’experiences of online teaching and learning—with a particular focus on the teaching dimension—basedon synchronous teaching and learning modes. A specific research question was posed: Whatopportunities and challenges do online teaching and learning offer when it comes to forming a sense ofbelonging, authenticity, and presence? Theoretically, this study was based on a phenomenologicallifeworld approach. The empirical data, collected from March 2020 to March 2021, consisted of writtenreflections from ninety-three teachers in a remote school district. Three themes showed how onlineteaching and learning redefines the bodily, temporal, and spatial conditions for teachers’ experiencesof belonging, authenticity, and presence in education. The study also indicates how digitisation mightserve as a disruption that not only reminds us of the pedagogical assignment at hand but also letsanother possible pedagogical world announce itself.

【 授权许可】

Unknown