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

Research | Forskning - peer review

Findings from an evaluation of Kivitsisa, a comprehensive pedagogical development project (“lets lift”), done by a team of researchers and educators from Institute for Learning, Greenland University, suggests a more diverse understanding of the organization and use of K-12 distance teaching. The se… Findings from an evaluation of Kivitsisa, a comprehensive pedagogical development project (“lets lift”), done by a team of researchers and educators from Institute for Learning, Greenland University, suggests a more diverse understanding of the organization and use of K-12 distance teaching. The seemingly successful implementation is connected to a comprehensive and thorough process, with support from local staff. This combines with a variety of organizational solutions which makes the implementation flexible and adjustable. Three different organizational models for use of distance teaching are presented: Settlement Model, Colleague Model and Supervisor Model. A more differentiated and varied understanding of distance teaching in school seems to pave way for implementation, which might be relevant knowledge for schooling in other countries, and for Nordic educational research. Læs mere