Publikationer

Research | Forskning - peer review

Distance between a learner and teacher in distance teaching is theoretically confronted as a challenge in terms of contact and communication. But geographical distance does not necessarily cause mental distance. Using case studies from schools in Denmark and Greenland, this chapter proposes theoreti… Distance between a learner and teacher in distance teaching is theoretically confronted as a challenge in terms of contact and communication. But geographical distance does not necessarily cause mental distance. Using case studies from schools in Denmark and Greenland, this chapter proposes theoretical concepts that frame distance teaching as pedagogical development. The findings support a focus on how distance teaching stimulates a proactive learner role, and how teachers might gain from the geographical distance in terms of contact with the learners’ learning and development. Teaching over distance might support an even better connection to proficiency levels and progress with the learner. Focused subject interaction and communication and enhanced student visibility are discussed as theoretical concepts for distance teaching research and practice, grounded in qualitative data. Læs mere