[pt] As tecnologias da informação e comunicação (TICs) vêm avançando de forma continuada e se amalgamando à cultura de uma grande parcela da juventude mundial, inclusive a brasileira. Nessa pesquisa, citamos o processo pelo qual está passando os espaços de ensino-aprendizagem, do qual, aos poucos, estão acolhendo a demanda desse público-alvo, de jovens estudantes, que desejam estar conectados durante suas atividades escolares. Contudo, muitos games com suas habilidades e competências têm contribuído para o aprendizado e podem cumprir muitas tarefas, inclusive a de reaproximar estudantes que estejam desestimulados com o ensino do dia-a-dia. A sociedade, por sua vez, vem acompanhando esse processo e, nesse documento, apresentamos um histórico de como evoluímos com os games desde os arcades até chegarem aos celulares. Como consequência dessa evolução tecnológica, há uma profusão de títulos de games para os dispositivos móveis, muitos deles educativos, o que vem de encontro com a necessidade de crianças e jovens em idade escolar. Em seguida, apresentamos um estudo dos artifícios que fazem desses games tão atrativos a esse público. Com todo esse subsídio, a pesquisa propõe a formatação de uma taxonomia para games educativos, a fim de oferecer subsídios para que alunos, seus pais e professores tenham facilidade em identificar games que possam contribuir para o seu aprendizado. / [en] Information and communication technologies have been consistently moving forward and impacting a segment of the youth population across cultures, including Brazil. In this research paper we examine the transformations occurring in the field of education, both from a teaching and a learning perspective. These two arenas have gradually been taking on current demands from their target audience, the youth, who desire to stay connected while performing their typical school work. As a result, many educational games emphasizing particular skills contribute to learning and can end up playing a number of roles, one of wich is to reengage demotivated students in their day to day learning activities. Meanwhile, society as a whole has been paralleling this transformation. This paper presents a history of the evolution of games, from the arcades to the latest cell phone platforms, and how the myriad of mobile educational games has been meeting the academic needs of school age children. We present a closer look at the tools and devices that make them so attractive to this particular age segment of the population. Our research proposes the implamentation of taxonomy exclusively of educational games, aiming to facilitate their identification of games that contribute to learning for students and their parents and teachers.

Esta pesquisa tem como questão central analisar e compreender o processo de aprendizagem cooperativa dos conceitos de Matemática no espaço de aprendizagem digital. Define-se espaço de aprendizagem digital no contexto da cultura digital e no processo cooperativo de aprendizagem apoiando-se nas teorias de Peters, Papert, Piaget, Freire e D'Ambrósio. O trabalho de campo foi realizado no IFRS – Campus Osório, nas aulas de Matemática presenciais e no espaço de aprendizagem digital da Matemática, com estudantes do Ensino Médio Técnico Integrado em Informática em 2011 e 2012. A metodologia da pesquisa é a pesquisa-ação conforme definida por Barbier; e a análise dos dados foi realizada à luz da Teoria de Piaget, particularmente a partir dos conceitos de abstração reflexionante, colaboração e cooperação. Os dados analisados são as ações dos estudantes registradas de forma escrita na rede social Facebook, tanto em comentários nos chats quanto no perfil do grupo, e as anotações da professora-pesquisadora. A pesquisa evidencia que as tecnologias digitais em rede são recursos que possibilitam aprender a aprender por meio de cooperação e em qualquer lugar e tempo, além de viabilizar um processo de aprendizagem que valoriza a ação do estudante. A aprendizagem dos conceitos de matemática, fruto do trabalho cooperativo e da compreensão do próprio processo de aprendizagem dos estudantes, é um dos resultados desta pesquisa. A pesquisa também apresenta uma metodologia que torna possível aprender a aprender Matemática em qualquer espaço digital e contribui para a ressignificação da prática docente da professora-pesquisadora. / The main goal of this research is to analyze and comprehend the cooperative learning process of Mathematics concepts in a digital learning space. Digital learning space is a concept defined in the digital culture context and in the cooperative learning process, based on the theories of Peters, Papert, Piaget, Freire and D’Ambrósio. Data collection took place at IFRS – Campus Osório during present Mathematics classes with students from the 2nd High School integrated with Computing Technician course in 2011 and 2012. The study methodology is action-research, as defined by Barbier; and data analyses were accomplished considering Piaget’s Theory, concerning specifically the concepts of reflective abstraction, collaboration and cooperation. Data analyzed consist in the actions of the students, written registered at Facebook social network, concerning both comments on the chats and in the group’s profile as well as the teacher-researcher’s notes. The research points out that network digital technologies are resources which enable a learning how to learn through cooperation anywhere, at anytime, and they also give the means to a learning process that enriches the student’s action. Learning Mathematics concepts, as a result from a cooperative work and from the students’ comprehension of their own learning process is one of the results of this research. The study also presents a methodology which potentiate learning how to learn Mathematics in any digital space and it also contributes to the re-signification of the teacherresearcher’s teaching practice. / Esta investigación tiene como cuestión central analizar y comprender el proceso de aprendizaje cooperativo de los conceptos de Matemáticas en el espacio de aprendizaje digital. Se define espacio de aprendizaje digital en el contexto de la cultura digital y en el proceso cooperativo de aprendizaje apoyándose en las teorías de Peters, Papert, Piaget, Freire y D'Ambrósio. El trabajo de campo fue realizado en el IFRS – Campus Osório, en las clases de Matemáticas presenciales y en el espacio de aprendizaje digital de Matemáticas con estudiantes del Ensino Médio Técnico Integrado en Informática en 2011 y 2012. La metodología de la investigación es la investigación-acción conforme definida por Barbier y el análisis de los datos fue realizado basado en la Teoría de Piaget, particularmente desde los conceptos de abstracción reflexionante, colaboración y cooperación. Los datos analizados son las acciones de los estudiantes registradas de forma escrita en la red social Facebook, tanto en comentarios en los chats, como en el perfil del grupo, y las anotaciones de la profesorainvestigadora. La investigación señala que las tecnologías digitales en red son recursos que posibilitan aprender a aprender por medio de cooperación y en cualquier lugar y tiempo, además de viabilizar un proceso de aprendizaje que valora la acción del estudiante. El aprendizaje de los conceptos de matemáticas, fruto del trabajo cooperativo y de la comprensión del propio proceso de aprendizaje de los estudiantes, es uno de los resultados de esta investigación. La investigación también presenta una metodología que hace posible aprender a aprender Matemáticas en cualquier espacio digital y contribuye para la resignificación de la práctica docente de la profesora-investigadora.

Esta pesquisa tem como questão central analisar e compreender o processo de aprendizagem cooperativa dos conceitos de Matemática no espaço de aprendizagem digital. Define-se espaço de aprendizagem digital no contexto da cultura digital e no processo cooperativo de aprendizagem apoiando-se nas teorias de Peters, Papert, Piaget, Freire e D'Ambrósio. O trabalho de campo foi realizado no IFRS – Campus Osório, nas aulas de Matemática presenciais e no espaço de aprendizagem digital da Matemática, com estudantes do Ensino Médio Técnico Integrado em Informática em 2011 e 2012. A metodologia da pesquisa é a pesquisa-ação conforme definida por Barbier; e a análise dos dados foi realizada à luz da Teoria de Piaget, particularmente a partir dos conceitos de abstração reflexionante, colaboração e cooperação. Os dados analisados são as ações dos estudantes registradas de forma escrita na rede social Facebook, tanto em comentários nos chats quanto no perfil do grupo, e as anotações da professora-pesquisadora. A pesquisa evidencia que as tecnologias digitais em rede são recursos que possibilitam aprender a aprender por meio de cooperação e em qualquer lugar e tempo, além de viabilizar um processo de aprendizagem que valoriza a ação do estudante. A aprendizagem dos conceitos de matemática, fruto do trabalho cooperativo e da compreensão do próprio processo de aprendizagem dos estudantes, é um dos resultados desta pesquisa. A pesquisa também apresenta uma metodologia que torna possível aprender a aprender Matemática em qualquer espaço digital e contribui para a ressignificação da prática docente da professora-pesquisadora. / The main goal of this research is to analyze and comprehend the cooperative learning process of Mathematics concepts in a digital learning space. Digital learning space is a concept defined in the digital culture context and in the cooperative learning process, based on the theories of Peters, Papert, Piaget, Freire and D’Ambrósio. Data collection took place at IFRS – Campus Osório during present Mathematics classes with students from the 2nd High School integrated with Computing Technician course in 2011 and 2012. The study methodology is action-research, as defined by Barbier; and data analyses were accomplished considering Piaget’s Theory, concerning specifically the concepts of reflective abstraction, collaboration and cooperation. Data analyzed consist in the actions of the students, written registered at Facebook social network, concerning both comments on the chats and in the group’s profile as well as the teacher-researcher’s notes. The research points out that network digital technologies are resources which enable a learning how to learn through cooperation anywhere, at anytime, and they also give the means to a learning process that enriches the student’s action. Learning Mathematics concepts, as a result from a cooperative work and from the students’ comprehension of their own learning process is one of the results of this research. The study also presents a methodology which potentiate learning how to learn Mathematics in any digital space and it also contributes to the re-signification of the teacherresearcher’s teaching practice. / Esta investigación tiene como cuestión central analizar y comprender el proceso de aprendizaje cooperativo de los conceptos de Matemáticas en el espacio de aprendizaje digital. Se define espacio de aprendizaje digital en el contexto de la cultura digital y en el proceso cooperativo de aprendizaje apoyándose en las teorías de Peters, Papert, Piaget, Freire y D'Ambrósio. El trabajo de campo fue realizado en el IFRS – Campus Osório, en las clases de Matemáticas presenciales y en el espacio de aprendizaje digital de Matemáticas con estudiantes del Ensino Médio Técnico Integrado en Informática en 2011 y 2012. La metodología de la investigación es la investigación-acción conforme definida por Barbier y el análisis de los datos fue realizado basado en la Teoría de Piaget, particularmente desde los conceptos de abstracción reflexionante, colaboración y cooperación. Los datos analizados son las acciones de los estudiantes registradas de forma escrita en la red social Facebook, tanto en comentarios en los chats, como en el perfil del grupo, y las anotaciones de la profesorainvestigadora. La investigación señala que las tecnologías digitales en red son recursos que posibilitan aprender a aprender por medio de cooperación y en cualquier lugar y tiempo, además de viabilizar un proceso de aprendizaje que valora la acción del estudiante. El aprendizaje de los conceptos de matemáticas, fruto del trabajo cooperativo y de la comprensión del propio proceso de aprendizaje de los estudiantes, es uno de los resultados de esta investigación. La investigación también presenta una metodología que hace posible aprender a aprender Matemáticas en cualquier espacio digital y contribuye para la resignificación de la práctica docente de la profesora-investigadora.

Made available in DSpace on 2015-04-22T22:00:48Z (GMT). No. of bitstreams: 1 wanderlan.pdf: 5005486 bytes, checksum: 4e3c37790490a1cb26c66cc3d32135f2 (MD5) Previous issue date: 2012-06-29 / The development and reuse of software architecture oriented education in Brazil are still in need of research to reduce the time, cost and better utilization of the features that meet the pedagogical features in a real environment for learning. This dissertation explores the features of object orientation to define an architecture framework for interactive Digital TV and reuse the functionality of the modules digital learning objects. With the need to focus on a specific type of problem, which identifies students in high school and college still have difficulties in learning mathematics, therefore investigates the field of trigonometry in order to promote entertainment and education on ways of teaching resources used by teachers. It is part of this dissertation also investigate applications and middleware frameworks developed by the Digital TV standard in Europe and Brazil, highlighting difficulties such as definition of standard interfaces, handling graphics, audio and video resources. To qualify the system evaluation results generated are presented in three classes using the resources of learning objects for teaching trigonometry in a digital television system. The results obtained in the experiment show that the environment contributes positively as a further support of technological resources that can be used in education and promotes the need to use free applications for interactive digital TV, leaving an architecture that can be exploited for other field of or other mathematical discipline using the same methodology. / O desenvolvimento e a reutilização de arquitetura de softwares voltados para educação no Brasil continuam carentes de pesquisas para reduzir o prazo, o custo e melhor aproveitamento das funcionalidades que obedeçam às características pedagógicas em ambiente real de aprendizagem. Esta dissertação explora os recursos da orientação a objetos para definir uma arquitetura de framework para TV Digital interativa e reutilizar as funcionalidades dos módulos de objetos digitais de aprendizagem. Com a necessidade de focalizar sobre um tipo específico de problema, identifica que alunos do ensino médio e superior ainda possuem dificuldades em aprender matemática, por isso é investigado o campo da trigonometria com propósito de promover entretenimento e educação sobre as formas de recursos didáticos utilizados pelos professores. Faz parte desta dissertação também investigar aplicações e frameworks desenvolvidos através do middleware de TV Digital no padrão europeu e brasileiro, destacando dificuldades como definição de padrões de interfaces, manipulações gráficas, recursos de áudio e vídeo. Para qualificação do sistema gerado são apresentados resultados avaliativos em três turmas utilizando os recursos de objetos de aprendizagem para aulas de trigonometria em um sistema de televisão digital. Os resultados obtidos na experiência demonstram que o ambiente contribui de forma positiva como mais um apoio de recursos tecnológicos que podem ser utilizados na educação e fomenta para necessidade de utilizar aplicações gratuitas para TV Digital interativa, deixando uma arquitetura que possa ser explorada para outro campo da matemática ou outra disciplina utilizando a mesma metodologia.

Denna studie är en kvalitativ intervjustudie som undersöker förskollärares upplevelser och tankar kring IKT som pedagogiskt verktyg i arbetet med språkutveckling i förskolan och hur detta kan påverka den pedagogiska utformningen i verksamheten med barnen. Metoden består av en kvalitativ forskningsstrategi baserad på semistrukturerade intervjuer med fyra förskollärare. Resultatet påvisar att förskollärarna upplever IKT som pedagogiskt verktyg för språkutveckling som berikande och med potential inom varierande områden i relation till det språkliga lärandet. De flesta förskollärare ansåg sig besitta tillräckliga kunskaper och kompetens i arbetet med detta. De ansåg även barnen som mycket kompetenta och med många erfarenheter inom detta område. Det synliggjordes även brister i förhållande till pedagogiska kunskaper och tydliga riktlinjer i arbetet med IKT som verktyg för språkutveckling. Detta kan bero på olika faktorer såsom otydlighet gällande riktlinjer i Läroplan för förskolan, Lpfö98 och bristande kunskaper inom detta område. Studien har synliggjort både möjligheter och begränsningar i arbetet med IKT som verktyg för språkutveckling vilket förhoppningsvis bidrar med kunskaper för vidareutveckling inom detta område. / This is a qualitative interview study which examines preschool pedagogues' experiences and thoughts about digital learning resources as a pedagogical tool for working with language development in preschools and how this may affect the pedagogical design of the work environment with children. The method consists of a qualitative scientific procedure grounded in semi-structured interviews with four preschool teachers. The results show that the preschool teachers see digital learning resources as an enriching pedagogical tool for language development and with a potential in several varying areas in relation to the learning of language. Most preschool teachers deemed themselves sufficiently knowledgeable and competent while working with these resources. They also considered the children as very competent and with lots of experience in the area. There were also shortcomings outlined in relation to proficiency and clear guidelines in the work with digital learning resources for the development of language. This may depend on several different factors such as clarity regarding guidelines in the Swedish national preschool curriculum, Lpfö98, and deficient understanding in this area. The study has outlined both possibilities and limitations in the work with digital learning tools for development of language which, hopefully, will contribute for further development in this area.

In this study, I investigated the interactions between multiple intelligences and performance of learners in open-ended digital learning tasks, and to suggest possible approaches to the teaching and learning process using computers in Tanzania. With the current introduction of computers in the education system in Tanzania, the qualities of instruction and learner participation in learning computer application skills and achievement have not necessarily shown improvement (Nelson, Post,&Bickel, 2003; Tilya, 2003). It is imperative for computer teachers to know the pedagogical strategies that can help them use the current technology effectively. Researchers in instructional design have suggested instructional methods that incorporate methods that encourage the use of learner-centered instruction, incorporating activity oriented methods, and problem solving that are designed around real-world problems (Huba&Freed, 2000). Learners will be able use their knowledge effectively, reveal their uniqueness as learners, and learn computer application skills in a social setting (Gardner, 1983; Wiggins, 1993, 1998; Teele, 2000; Huba&Freed, 2000). The theory of multiple intelligences by Howard Gardner (1983) was used as the theoretical framework for this study. The theory postulates that that everybody has at least eight intelligences which reflect different ways of interacting with the world. In an effort to achieve quality learning, learning must be based on multiple approaches with a series of activities which are authentic in nature and have to be completed by the learners. The study was conducted in Tanzania using a qualitative research design. Four secondary schools were selected and 40 learners doing computer studies course participated in the study. Four intelligences from the theory of multiple intelligences were assessed: logic-mathematical, verbal-linguistic, visual-spatial and interpersonal intelligences. Assessment was done using performance assessment procedures. The findings indicated that there are distinctive intelligence profiles apart from the four intelligences that were investigated in this study. Despite the intelligence profiles of the learners, didactical issues that will enhance ICT adoption in the education environment are important. These include the use of authentic tasks, performance assessment to acknowledge learners unique performance abilities across several intelligences and teachers familiarization in the use of performance assessment procedures. / Thesis (PhD (Curriculum Studies))--University of Pretoria, 2008. / Curriculum Studies / unrestricted

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2017-06-20T21:14:57Z No. of bitstreams: 1 Vanderley Pereira Gomes.pdf: 3158483 bytes, checksum: 484576283ddc776bb8e937fcf61b535f (MD5) / Made available in DSpace on 2017-06-20T21:14:57Z (GMT). No. of bitstreams: 1 Vanderley Pereira Gomes.pdf: 3158483 bytes, checksum: 484576283ddc776bb8e937fcf61b535f (MD5) Previous issue date: 2017-03-14 / This research analyzes the use of Digital Learning Objects (ODA) in the pedagogical practice of teacher-researcher in a Public Middle School. Therefore, it is sought to understand how the learning environment is constituted from a research-intervention of the mathematics teacher when using the ODA, such as games, simulators and using laptops in classroom activities with the perspective of innovating their practice education. The research was based on audio and video recordings and images of classes, in which the students were pedagogically oriented to solve problem situations of mathematical contents using the ODA of the Curriculum + platform of the Education Department of the State of São Paulo, from participatory and reflexive forms. The results show that the students have participated actively in the classes when the technology appears as an adjunct to the process, considering that the intervention and reflection of the teacher were necessary so that the knowledge is actually constructed and socialized. It was also found that when the students were submitted to organize the mathematical thinking of the activities, of the ODA applyed, they presented difficulties in the organization and resolution of the questions. Thus, the study pointed out the need for the school, through its teachers, to incorporate new teaching strategies and to add to its Political Pedagogical Project concrete actions which make pedagogical technology viable in the classroom environment. / Esta investigación analiza el uso de objetos digitales de aprendizaje (ODA) en la práctica pedagógica del profesor-investigador en una escuela pública de primaria II. En este sentido, tratamos de entender cómo es el ambiente de aprendizaje de un maestro de intervención en la investigación matemática al utilizar los ODA, tales como juegos, simuladores que utilizan ordenadores portátiles en las actividades de clase con el fin de innovar su práctica de enseñanza. La investigación se basó en grabaciones de audio y video e imágenes de clases, en las que se pidió a los estudiantes pedagógicamente a la solución de los contenidos matemáticos y de situaciones problemáticas utilizando la ODA de la Plataforma Currículo+ de la Secretaría de Educación del Estado de São Paulo, de manera participativa y reflexiva. Los resultados obtenidos mostraron que los estudiantes han participado activamente en las lecciones, cuando la tecnología aparece como el apoyo al proceso, que requiere intervención y reflexión del maestro para que el conocimiento sea realmente construído y socializado. Se notó que incluso cuando los estudiantes fueron sometidos a organizar el pensamiento matemático de las actividades de ODA trabajado, tenían dificultades para organizar y resolver las cuestiones. Por lo tanto, el estudio señaló la necesidad de que la escuela, a través de sus profesores, agriegue nuevas estrategias de enseñanza y programe en su Proyecto Político Pedagógico, acciones concretas que permitan la tecnología de la educación en el ambiente de la clase. / Esta pesquisa analisa o uso de Objetos Digitais de Aprendizagem (ODA) na prática pedagógica do professor-pesquisador em uma escola pública do Ensino Fundamental II. Nesse sentido, busca-se compreender como se constitui o ambiente de aprendizagem a partir de uma pesquisa-intervenção do professor de matemática ao utilizar os ODA, tais como jogos, simuladores, utilizando laptops em atividades de sala de aula na perspectiva de inovar sua prática de ensino. A pesquisa se baseou em gravações de áudio e vídeo e imagens de aulas, nas quais os alunos foram orientados pedagogicamente à resolução de situações-problema de conteúdos matemáticos utilizando-se dos ODA da plataforma Currículo+ da Secretaria de Educação do Estado de São Paulo, de forma participativa e reflexiva. Os resultados obtidos mostraram que os alunos têm participado ativamente das aulas, quando a tecnologia aparece como coadjuvante do processo, sendo necessária a intervenção e reflexão do professor para que o conhecimento seja realmente construído e socializado. Constatou-se ainda que quando os alunos foram submetidos a organizarem o pensamento matemático das atividades dos ODA trabalhados, eles apresentaram dificuldades na organização e resolução das questões. Deste modo, o estudo apontou a necessidade de que a escola, por meio de seus professores, incorpore novas estratégias de ensino e programe no seu Projeto Político Pedagógico, ações concretas que viabilizem a tecnologia pedagógica no ambiente de sala de aula.

Thesis (M.A. Education (Curriculum Studies)) -- University of Limpopo, 2021 / The emergence of Web 2.0 and Web 3.0 resulted with digital classroom technology that changed learning spaces into interactive digital spaces. Changes in classroom digital technology has caused education ministries to make a substantial investment in digital technology infrastructure and teacher training, to prepare teachers to venture into the 4th Industrial Revolution. The advent of tablet and smart phone technologies created a platform for schools within developing economies to change from traditional classroom practices to digital classroom technology. The problem this study examined is the lack of classroom technology and connectivity, and teachers’ circumstances that makes them fail to transition to digital pedagogies. The purpose of the study was to investigate the levels of digital classroom technologies and teacher’s usage of technology in selected schools in Limpopo Province. This study was guided by three main research questions, namely, “What is the level of classroom digital technologies in schools? What is the teachers’ perceived level of usefulness of using digital classroom technology? Do teachers possess competencies required to influence teaching and student learning?” The study is qualitative in nature and the interpretivism paradigm and a theory of technology acceptance model were used to guide in assessment of this phenomenon. The study was premised within the interpretivism paradigm and qualitative case study approach was used. Interviews and document studies were used to collect data from 4 teachers, 4 heads of department (HoD) and 4 principals, who were selected from four case schools that participated in Limpopo CoLab school project. The findings of this study identified a low level of digital classroom technology integration in Limpopo project schools due to inadequacies of digital classroom technologies and lack of internet connectivity. Furthermore, teachers’ resistance to transit from teacher-centred pedagogy to learner-centred pedagogy; a lack of adequate teacher training on digital classroom technology; and failure in the implementation of e-education policy by case schools were identified as challenges faced by Limpopo Project Schools. The study concludes that schools that were serviced by Limpopo CoLab project lack digital classroom facilities to practice what were learnt during training. This study recommends the vi Department of Basic Education provides Limpopo schools with school connectivity and digital technologies. This study further recommends that training of teachers on the use of digital classroom technologies should be made a priority.

Covid-19 medförde att skolundervisningen behövde flytta sin verksamhet till distans, för att minska på smittspridningen. Det resulterade i att alla studenter och lärare behövde flytta arbetet till det digitala. Rapportens syfte är undersöka hur kommunikationen mellan lärare och studenter har påverkats när utbildning sker digitalt. Rapporten undersöker även hur inlärningsprocessen hos studenter påverkas av att utbildningen är på distans. Studien bygger på en induktiv ansats där intervjuer genomfördes med nio stycken studenter och tre stycken lärare samt en dokumentundersökning. Dokumentundersökningen utgjorde rapportens litteraturkapitel och intervjuerna som genomfördes bildade rapportens empiri. Empirin användes sedan för att analysera den litteratur som samlades in. Resultatet visar på skillnader hur studenter uppfattar att kommunikationen är i dagsläget samt hur lärarna uppfattar situationen. Studentens kommunikation med läraren har försämrats då den har uteblivit helt eller övergått till en svårtolkad textkonversation. Lärarnas upplevelser är att kommunikationen har förflyttats till Zoom. Studentens inlärning har visats sig ha en negativ effekt under en digital utbildning då hemmiljön har många störningsmoment. / Covid-19 resulted in schools needing to move their operation to a distance education, to reduce the spread of the Covid-19 virus. It resulted in all students and teachers needing to adapt to a digital environment. The purpose of the report is to gain an increased understanding on how the communication between a teacher and a student is affected, when the education takes place remotely. The report also examines how the learning process affects students when they have to study remotely. The report builds on an inductive approach where interviews were conducted with nine students and three teachers and also a document survey. The document survey constituted the literature chapter and the interviews who were conducted formed the reports empirical. The empirical was later used for analyzing the literature that was collected. The result points out the difference between how students perceive the communication today and how the teacher perceives the situation. The student's communication with the teacher has deteriorated as it has disappeared completely or turned into a difficult text interpretation conversation. The teachers' experiences are that the communication has been moved to Zoom. Student's learning has shown to have a negative effect during a digital education, because in a home environment there are a lot of distractions.

The sudden transition to distance education due to the Covid-19 outbreak was a significant change in the standard of education at many universities. This thesis studies the impact of distance and online-based learning on second- and third-year students within the Computer Science Engineering program at Malmö University in Sweden during the autumn and spring semesters 2020. The data were collected through a questionnaire and interviews as well as Ladok. The results indicated that students’ attendance, participation, motivation, engagement, and interactions with their teachers or classmates were negatively affected by distance and online-based learning. However, the results of the educational outcome differed as the grades of second-year students were negatively affected while the grades of third-year students were unaffected. To improve the specific digital tools/platforms used, teachers and students had suggestions such as using tools with a chat function, recording all lectures, and sending notifications of new material in Canvas to students. To improve the overall experience of distance and online-based education, teachers and students suggested changes such as introducing more interactive elements, planning small-group activities or discussions via Zoom, and providing blended physical/online lectures and labs. / Den plötsliga övergången till distansutbildning på grund av Covid-19 utbrottet var en betydande förändring av utbildnings standarden vid många universitet. Denna avhandling studerar distans och nätbaserat lärandes inverkan på andra- och tredjeårsstudenter inom datavetenskap programmet vid Malmö universitet i Sverige under höst- och vårterminerna 2020. Uppgifterna samlades in genom enkät och intervjuer också från Ladok. Resultaten indikerade att elevernas närvaro, deltagande, motivation, engagemang och interaktioner med sina lärare eller klasskamrater påverkades negativt av distans och nätbaserat lärande. Resultaten av betyg skiljde sig emellertid eftersom betygen för andraårsstudenter påverkades negativt medan betygen för tredjeårsstudenterna var opåverkade. För att förbättra de specifika digitala verktyg/plattformar som använts hade lärare och studenter förslag såsom att använda verktyg med en chattfunktion, spela in alla föreläsningar och skicka meddelanden om nytt material i Canvas till studenter. För att förbättra den övergripande upplevelsen av distans och nätbaserad utbildning, föreslog lärare och studenter förändringar såsom att införa mer interaktiva element, planera små grupper eller diskussioner via Zoom och tillhandahålla blandade fysiska/online föreläsningar och labb.