'I miss the physical presence of the students': Swedish teachers' experiences of online teaching and learning during the COVID-19 pandemic
The demographic and economic conditions for education in the Nordic countries—especially in remote areas of this region—has led to an increasingly intensive use of information and communication technologies. The authorities’ response to the COVID-19 pandemic has, however, entailed a radical accel...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
University of Aberdeen, School of Education
2021-12-01
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| Series: | Education in the North |
| Subjects: | |
| Online Access: | https://www.abdn.ac.uk/eitn/journal/665/ |
| _version_ | 1819177248440188928 |
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| author | Eva Alerby Niclas Ekberg Megan Johansson |
| author_facet | Eva Alerby Niclas Ekberg Megan Johansson |
| author_sort | Eva Alerby |
| collection | DOAJ |
| description | The demographic and economic conditions for education in the Nordic countries—especially in remote
areas of this region—has led to an increasingly intensive use of information and communication
technologies. The authorities’ response to the COVID-19 pandemic has, however, entailed a radical
acceleration of the already ongoing change towards digitisation. In the wake of the current pandemic
regulations, 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—based
on synchronous teaching and learning modes. A specific research question was posed: What
opportunities and challenges do online teaching and learning offer when it comes to forming a sense of
belonging, authenticity, and presence? Theoretically, this study was based on a phenomenological
lifeworld approach. The empirical data, collected from March 2020 to March 2021, consisted of written
reflections from ninety-three teachers in a remote school district. Three themes showed how online
teaching and learning redefines the bodily, temporal, and spatial conditions for teachers’ experiences
of belonging, authenticity, and presence in education. The study also indicates how digitisation might
serve as a disruption that not only reminds us of the pedagogical assignment at hand but also lets
another possible pedagogical world announce itself. |
| first_indexed | 2024-12-22T21:23:38Z |
| format | Article |
| id | doaj.art-3d9bfe7f86f74a1188c421785f66c8d7 |
| institution | Directory Open Access Journal |
| issn | 0424-5512 2398-0184 |
| language | English |
| last_indexed | 2024-12-22T21:23:38Z |
| publishDate | 2021-12-01 |
| publisher | University of Aberdeen, School of Education |
| record_format | Article |
| series | Education in the North |
| spelling | doaj.art-3d9bfe7f86f74a1188c421785f66c8d72022-12-21T18:12:06ZengUniversity of Aberdeen, School of EducationEducation in the North0424-55122398-01842021-12-01283100120https://doi.org/10.26203/jhqw-6007'I miss the physical presence of the students': Swedish teachers' experiences of online teaching and learning during the COVID-19 pandemicEva Alerby0Niclas Ekberg 1https://orcid.org/0000-0001-5130-6462Megan Johansson2 Luleå University of Technology, SwedenLuleå University of Technology, Swedenuleå University of Technology, SwedenThe demographic and economic conditions for education in the Nordic countries—especially in remote areas of this region—has led to an increasingly intensive use of information and communication technologies. The authorities’ response to the COVID-19 pandemic has, however, entailed a radical acceleration of the already ongoing change towards digitisation. In the wake of the current pandemic regulations, 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—based on synchronous teaching and learning modes. A specific research question was posed: What opportunities and challenges do online teaching and learning offer when it comes to forming a sense of belonging, authenticity, and presence? Theoretically, this study was based on a phenomenological lifeworld approach. The empirical data, collected from March 2020 to March 2021, consisted of written reflections from ninety-three teachers in a remote school district. Three themes showed how online teaching and learning redefines the bodily, temporal, and spatial conditions for teachers’ experiences of belonging, authenticity, and presence in education. The study also indicates how digitisation might serve as a disruption that not only reminds us of the pedagogical assignment at hand but also lets another possible pedagogical world announce itself.https://www.abdn.ac.uk/eitn/journal/665/lifeworld phenomenologybelongingauthenticitypresenceteachers’ experiencesonline teaching and learning |
| spellingShingle | Eva Alerby Niclas Ekberg Megan Johansson '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 lifeworld phenomenology belonging authenticity presence teachers’ experiences online teaching and learning |
| title | 'I miss the physical presence of the students': Swedish teachers' experiences of online teaching and learning during the COVID-19 pandemic |
| title_full | 'I miss the physical presence of the students': Swedish teachers' experiences of online teaching and learning during the COVID-19 pandemic |
| title_fullStr | 'I miss the physical presence of the students': Swedish teachers' experiences of online teaching and learning during the COVID-19 pandemic |
| title_full_unstemmed | 'I miss the physical presence of the students': Swedish teachers' experiences of online teaching and learning during the COVID-19 pandemic |
| title_short | 'I miss the physical presence of the students': Swedish teachers' experiences of online teaching and learning during the COVID-19 pandemic |
| title_sort | i miss the physical presence of the students swedish teachers experiences of online teaching and learning during the covid 19 pandemic |
| topic | lifeworld phenomenology belonging authenticity presence teachers’ experiences online teaching and learning |
| url | https://www.abdn.ac.uk/eitn/journal/665/ |
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