By Stig Toke Gissel
COVID-19 caused a sudden upheaval in the way we interact – not least in the context of education. In this issue of Learning Tech, we can present two studies that, via survey studies, map students’ experience of emergency and distance learning under COVID-19.Read full preface
In the first article of the issue, Ane Qvortrup, Jacob Christensen, and Rune Lomholt examine students’ coping experiences under the changed framework conditions, while Karen Wistoft, Jacob H. Christensen, and Lars Qvortrup have examined students’ well-being and mental health as well as students’ and parents’ concerns and behaviour in relation to school closures.
Where everyday life for many became more monotonous during COVID-19, the collective term for the other articles in this issue of Learning Tech is diversity in both method choices and subject fields.
In the article “The study activity model redesigned,” Peter Gundersen, Karsten Gynther, and Anne-Mette Nortvig contribute with a suggestion of how the teachers at the vocational colleges can create a mediated presence through didactically designed spaces. A key point of the article is that it is the quality of the didactically designed space that is crucial, rather than a physical presence of the teacher.
Stig Toke Gissel and Bettina Buch present the results of a systematic research review on teachers ‘and students’ use of didactic teaching aids in mother-tongue teaching.
Åsmund Hennig zooms in on students’ group dialogue about a demanding short story in order to understand and further develop student literary competence. The goal is to “make students aware of the scope and significance of their own literary competence”. Through a case study, Annette Søndergaard Gregersen examines how the periods for compulsory homework help and professional immersion are implemented and organized in relation to an 8th grade, as well as both teachers ‘and students’ perspectives on this initiative, which was introduced with the latest public school reform.
Rune Hansen, Kaj Nedergaard Jepsen, and Lars Henrik Jørgensen have developed and tested a tool for analyzing mathematics tasks in order to characterize the tasks in relation to the type of task, degree of framework, the task’s requirements to the student, etc. In addition, the students’ products are analyzed to map the presence of e.g. academic concepts, academic procedure and critical reflection.
Enjoy your reading,
Stig Toke Gissel
Editor-in-chief, Learning Tech