Pedagogiska funderingar på distans Teknisk eller pedagogisk fokus i det flexibla lärandet, en diskussion kring lärarens förändrade roll i distansutbildningar

Abstract

This paper is about distance education or what is often referred to as flexible learning. An individually adapted and life-long learning perspective demands that educational organisers are flexible concerning shape, content and implementation when developing courses. The development of information technology has increased the possibility to flexibility and change, but also demands a new methods and approaches in order to preserve the quality of the end product. Organisations and its individuals have traditionally had a built in resistance towards changes. Limited resources can also be an obstructive factor. From this framework we studied if there had been any changes in teachers approach in pedagogy and methodology when working with distance education courses. The authors of the paper are all working at the University of Trollhattan/Uddevalla (UTU) where the study was carried out. Eight semi-structured interviews were done with teachers who all had been involved in distance education. Seven of them were also active in the bachelor programme in system analysis that is given as distance education, where video conferencing is an important part. The analysis of the result from the interviews showed that all teachers had made changes when it came to methods and most of all changes regarding the study material made public to the students. There were also a will and a positive attitude towards even bigger changes to their pedagogy and methodology if the resources where there in the shape of time and expertise. The final conclusion were that the teachers view on pedagogy and methodology has changed much due to their participation in distance education.