The progress of the pandemic has affected many people in the outside world and digitalization has therefore reached new levels. Previous research and reports have shown that teachers in mathematics rarely use digital learning resources when teaching in the classroom. With the help of a questionnaire study, the use and knowledge of digital learning resources for primary and middle school teachers and whether the pandemic has had any impact on this is investigated. The analysis of the results will take place in the TPACK in situ framework. This shows that teachers´ use of digital learning resources have increased in connection with the Covid- 19 pandemic. The teachers´ digital competence has to a large extent been developed when the pandemic set new demands and challenges. The study suggests that the effects of the pandemic have led to higher collegial collaboration in the search for and use of digital learning resources. / Pandemins framfart har påverkat många i omvärlden och digitaliseringen har nått nya nivåer. Tidigare forskning och rapporter har visat på att lärare i matematikundervisningen sällan använder digitala lärresurser. Med hjälp av en enkätstudie undersöks låg- och mellanstadielärares användning och kunskap kring digitala lärresurser samt om pandemin har haft någon påverkan på detta. Analysen av resultatet kommer ske med hjälp av ramverket TPACK in situ. Detta visar att lärares användning av digitala lärresurser har ökat i samband med Covid-19 pandemin. Lärarnas digitala kompetens har i hög utsträckning utvecklats när pandemin ställt nya krav och utmaningar. Studien antyder att pandemins effekter har givit ett högre kollegialt samarbete vid sökande och användande av digitala lärresurser.

Context: The COVID-19 outbreak has resulted in many changes in education, and it is reasonable to expect that this change would have a significant effect on students. According to government recommendations, many educational institutions around the world have temporarily switched to online learning methods to prevent the spread of the COVID-19 pandemic.Objective: The purpose of this study was to analyze the impact of the sudden shift to online learning, imposed on students due to COVID-19 outbreak.Method: We started a systematic mapping study and analyzed the findings thematically. Furthermore, we conducted interviews with Malmö University students, which were then analyzed using the same approach.Results: We identified 23 publications that were grouped into 9 themes based on student reports of different effects of online education. According to the findings, students often experience technical issues when studying online. Many students believe that communication is crucial for a positive online learning experience. Research also shows that online education benefits students by allowing them to be more flexible and improving their self-study habits. The systematic mapping study on the interview showed that the students did not experience any significant challenges related to technical issues. Many students missed the social aspect of online education and experienced challenges such as lack of communication and difficulties to perform academically.Conclusion: The most significant challenges found were communication and academic performance. Students claim they have lost some or all ways of contact with their peers as a result of the transition to online learning, and the majority believe this has made it more difficult for them to perform academically. The findings cannot be generalized outside of higher institutions in Sweden since different countries have different levels of technological infrastructure which is critical for institutions and for providing students with a smooth and reliable online learning experience.

Digital technology is developing rapidly, and educators are currently in the process of exploring what opportunities new technology can have for learning and teaching. This applies not least to the field of education in programming, as   learning to program is a great challenge for many students. Therefore, educators and researchers have sought to find educationally effective digital learning resources to facilitate the programming learning process. In this thesis, multimodal online learning environments, providing accessible and learner-focused learning activities, and multimodal software visualizations, striving at concretizing the abstract building blocks in programming languages, were exploratory investigated. The aim was to expand the understanding of how digital learning resources can be used to support students’ understanding of basic programming concepts and dynamics. Empirical studies were conducted at the Department of Computer and Systems Sciences (DSV) at Stockholm University, Sweden. The data were collected during introductory programming courses in which the author had an active role as designer of the software visualizations, teacher and researcher. In these courses, the digital learning resources were explored as additional course resources. The research was conducted both through field experiments and case studies and data was collected using questionnaires, interviews and group discussions. Results strengthened the claims that abstract phenomena like programming can be made visible and understandable through visualization, in particular program dynamics.  When visualizations illustrated more conceptual elements, further guidance was required, to facilitate students’ interpretation and understanding. Regarding the online learning environments, guiding to the right learning pathways was the most critical factor found from the results. When adequate instructions and feedback were lacking in the learning environments, users became cognitively overloaded and disoriented. Finally, findings in all compiled studies indicate that teacher planning and orchestration of the learning situations should be conducted with more reflection.

No description available.

Under COVID-19 blev distansundervisning ett måste och till följd mer accepterat och vanligt. Detta har även bidragit till att fler alternativa utbildningsformer blivit vanligare, bland annat hybridutbildning. Det finns dock bristande information och forskning på hur hybridutbildningar ska genomföras för bäst upplevelse för alla inblandade. Till följd av den tekniska utvecklingen finns det även en rad olika tekniska verktyg som kan användas vid utformning av hybridutbildning. Det finns dock bristande underlag på hur dessa tekniska verktyg kan användas och vad dess påverkan blir på upplevelsen. Denna studie undersöker utbildningsformen hybridföreläsning där studenter kan delta på plats och på distans under samma föreläsning. Tidigare forskning på denna utbildningsform har endast fokuserat på studenter som deltar på distans. Syftet med studien är att ge svar på vilka- och med vilken utformning på tekniska verktyg som möjliggör en lyckad hybridföreläsning för samtliga parter. Syftet är också att undersöka båda deltagargrupperna och hur upplevelsen skiljer sig.  För att besvara frågorna har en fallstudie genomförts under tre föreläsningar på en datavetenskaplig kurs på Malmö Universitet. De tre föreläsningarna hade alla olika förutsättningarna och var utrustade på olika sätt. De olika föreläsningarna är benämnda som Fall 1, Fall 2 och Fall 3 som skiljer sig från varandra i teknisk utrustning och utformning. Studenterna delades slumpmässigt in i två lika stora grupper. En grupp som endast deltog på föreläsningar på plats och en grupp som endast deltog på föreläsningar på distans. Datainsamling genomfördes genom tre enkäter som studenterna fick efter varje föreläsning samt en slutenkät på sista föreläsningen. Under alla föreläsningar deltog även författarna av studien med för att observera. Det genomfördes även en fokusgrupp med studenter samt en intervju med föreläsaren.   Resultat från dessa datagenereringsmetoder visar att det är svårt att utforma en hybridföreläsning med de tekniska verktyg som undersökts där studenter på plats/distans och föreläsaren blir helt tillfredsställda. Det har dock konstaterats vilka tekniska verktyg och i vilken utformning som bör eftersträvas för att medföra en föreläsning där andelen som inte blir tillfredsställda minimeras. I direkt följd har det även konstaterats vilka tekniska verktyg och i vilken utformning som bör undvikas då detta medför att en stor andel av deltagare får en sämre upplevelse. / During the COVID-19 pandemic many institutions were forced to adapt distance learning, which subsequently became a widely accepted learning modality. This shift has contributed to an increase in other forms of education and has as a result become more common, including hybrid education. However, there is a lack of information and research in regard to how hybrid education should be implemented to ensure a good experience for everyone involved. Because of the technical advancements there are multiple technical tools to choose from that can be used when designing hybrid educations. Though, there is a lack of information in regard to how these technical tools can be used and what their effects are on the experience.  This study examines a form of hybrid education where students can participate both in class, and online at the same time. Previous research on this format primarily focuses on students participating online. The aim of this study is therefore to provide insights into which tools and how their usage might impact the use of a successful hybrid lecture for all participants. The aim is also to investigate how the experiences of both groups may differ. To address these questions, a case study was conducted based on three separate lectures in a computer science course at Malmö University. The three lectures all had different conditions and were equipped in different ways. Each lecture, labeled Case 1, Case 2 & Case 3, varied in terms of technical equipment and design. The students that participated in the case study were randomly assigned to either the distance or in-person group to ensure equally large groups, maintaining the same format for all lectures.  The gathering of data was conducted through questionnaires that the students were asked to answer after each finished lecture as well as a final questionnaire during the last lecture. The authors also observed all lectures. A focus group was also conducted with a group of students as well as an interview with the lecturer.  The findings revealed from these methods show that it can be challenging to design a hybrid lecture with the technical tools that have been studied where both groups of students and the lecturer feel satisfied. However, the results indicate what technical tools and to what extent they should be used to ensure a lecture where low satisfaction is opposed. As a direct consequence, it has also been determined which technical tools and in what form should be avoided, as this leads to a large proportion of participants having a negative experience.

New types of emerging classrooms called flexible learning environments change the traditionalclassroom structure by removing barriers previously set by the room. Within these environments learningmanagement systems (LMS) are used by teachers to support them in their daily operations. The digitaltransformation of education presents new challenges of designing LMS for flexible learning environments.The research question for this study is as follows: “How do teachers experience learning managementsystems within flexible learning environments?” The aim of this study is to gain insights into teachers'experience with the use of LMS in flexible learning environments; and how the teachers experience theirdevelopment of digital competence to use the systems in their teaching. The study resulted in four themesof experiences (1) Lack of adoption, (2) Control within the system, (3) Collaboration and competencedevelopment, (4) Direct feedback and interactions. The insights of the themes of experience are presentedin the form of design propositions.

Den tekniska utvecklingen har varit storskalig i världen och människors vardagsliv har ändrats mycket det senaste seklet. I kontrast till detta har den svenska skolan inte sett samma hastiga tekniska utveckling. Samtidigt visar resultat från PISA att elevers resultat i matematik sjunker. Här identifieras två problem som måste lösas. Därför syftade denna undersökning till att underlätta elevers matematikstudier genom att skapa en ny digital lärmiljö. Lärmiljön kom att kombinera matematiska lösningsförslag med nätcoaching. Det gjordes med hjälp av det digitala läromedlet Mathleaks och lärplattformen TalkMath. Därefter analysera hur entill-en nätcoaching fungerade i denna nya lärmiljö. Undersökningen syftade även ta reda på hur elever uppfattar lärmiljön och om den kan vara ett komplement till lösningsförslag. Lärmiljön skapades med grund i pedagogiska teorier såsom Vygotskijs sociokulturella perspektiv, teorier om coaching, synkron kommunikation samt teorier om en-till-en nätcoaching. Två metoder användes för att samla denna data. För det första sparades alla konversationer automatiskt i en databas. För det andra så användes en enkät för att samla elevernas uppfattning av lärmiljön. Ramverket Undersökande relation användes för att analysera alla konversationerna mellan elev och coach. Studenterna valdes ut från en svensk gymnasieskola där en av författarna jobbar, eleverna var i åldrarna 15-18 år. Resultaten indikerade att denna nya lärmiljö var ett bra komplement till lösningsförslag. Det drogs även slutsatsen att lärmiljön hjälpte elevers kognitiva progression. Undersökningen visar att en digital lärmiljö kan vara ett bra komplement för elever som studerar matematik med lösningsförslag. / The digital and technical development of the world have been large-scale and people’s day-today life has changed immensely the last century. In contrast, the Swedish school system has not been seeing the same rapid technical development. As students’ results in mathematics are declining an approach to battle this trend can be to apply this technological development on students’ studies in mathematics. Therefore, this thesis sought to ease students’ mathematics studies by creating a digital learning environment. By combining workedexamples with online coaching the environment was created through the platforms Mathleaks and TalkMath. Then examine how online one-to-one coaching works in this environment. It also sought to analyse how students perceive this teaching environment and if it can be used as a complement to worked-examples. The environment was created based on pedagogical theories such as Vygotsky's sociocultural perspective, coach theories, synchronous communication as well as theory around one-to-one online coaching. Two methods were used to gather data. First, the conversations were automatically stored in a database. Secondly, a survey was used to gather the students’ opinion of the teaching environment. The framework Relationship of Inquiry was used to analyse all conversations between students and coaches. Students were chosen from an upper secondary school in the ages of 15-18 where one of the authors worked. Results indicated that the teaching environment that was created was a good complement to worked-examples. The environment was shown to help student’s knowledge progression. This shows that digital teaching environments can be a valuable addition for students when studying mathematics.

No description available.

Samhället är väldigt digitaliserat och digitala lärresurser har fått ett stort utrymme på skolan i nästan alla årskurser. Syftet med att använda digitala lärresurser är för att stötta eleverna i deras lärande och utveckling. Digitala lärresurser har ytterligare ett syfte som är att underlätta lärarens arbete. I denna studie kommer en systematiskt litteraturstudie att göras för att undersöka vad tidigare forskning som har fokuserat på digitala lärresurser i matematikundervisning kommer sammanställas. digitala lärresurser inom matematikundervisningen. Syftet med denna litteraturstudie är att undersöka användningen av digitala lärresurser under matematikundervisningen samt hur den kan främja elevers lärande. Studien kommer även att ta del av användningen av digitala lärresurser utifrån sociokulturella perspektivet. Resultaten av de sammanställda forskningarna visade att digitala lärresurser av olika slag kan främja elevernas lärande på olika sätt. Det främjar bland annat motivation till lärande, engagemang, problemlösningsförmåga, algebraiska tänkande, tal beräkningar, mönsterigenkänning m.m. Resultatet har även visat att en stor del av bakomliggande aspekter som kan hindra att elevers lärande främjas genom digitala lärresurser är lärarnas brist på kunskap gällande användning av materialet. / Society is highly digitalized and digital learning resources have been given a large space at school in almost all grades. The purpose of using digital learning resources is to support students in their learning and development. Digital learning resources have another purpose, which is to facilitate the teacher's work. In this study, a systematic literature study will be done to investigate what previous research that has focused on digital learning resources in mathematics education will be compiled. digital learning resources in mathematics teaching. The purpose of this literature study is to investigate the use of digital learning resources during mathematics teaching and how it can promote student learning. The study will also considerthe use of digital learning resources based on the socio-cultural perspective. The results of the compiled research showed that digital learning resources of various kinds can promote students' learning in different ways. Among other things, it promotes motivation for learning, commitment, problem-solving skills, algebraic thinking, number calculations and pattern recognition. The results also show that a large part of the underlying aspects that can prevent students' learning from being promoted through digital learning resources is the teachers' lack of knowledge regarding the use of the material

I dagens skolor används digitala lärresurser flitigt i matematikundervisningen trots att det visats i studier att digitala lärresurser inte används på ett effektivt sätt. Syftet med denna studie är att sammanställa information om användningen av de digitala lärresurserna i matematikundervisningen i årskurs 1-6 kopplat till elevers lärande. Studien är en systematisk litteraturstudie där tidigare forskning kring ämnet undersöks. I resultatet framkommer tre huvudresultat. Det första huvudresultatet handlar om att elevernas motivation kan öka med hjälp av digitala lärresurser. Det andra huvudresultatet beskriver utvecklingen av olika förmågor som kan uppkomma med hjälp av digitala lärresurser. Det sista och tredje huvudresultatet handlar om negativa effekter som kan uppkomma av användningen av digitala lärresurser. Interaktionen mellan lärare och elev kan försämras när digitala spel används i undervisningen. Det tredje huvudresultatet ger en tydlig bild av lärares brister på kunskaper om digitala lärresurser vilket påverkar elevers lärande. En slutsats som vår studie landar i är att mer forskning om matematikundervisningen som grundar sig helt på användningen av digitala lärresurser behövs för att tydligare kunna se vad effekterna på lärandet blir / In today's schools digital learning resources are used diligently in mathematics, even though studies have shown that they are not used efficiently. The purpose of this study is to compile information regarding the use of digital learning resources in mathematics connected to pupils' learning in years 1-6. The study is a systematic literature study where previous research about the subject is investigated. Three main results are presented. One of the results is associated with the possibility of raising student motivation by the use of digital learning resources. Another result describes the development of different skills by the use of digital learning resources. The final result presents negative effects that may follow from the use of digital learning resources. The third main result gives a clear picture of teachers’ lack of knowledge regarding digital learning resources, which directly affects pupils’ learning. A conclusion drawn by this study is that more research regarding teaching of mathematics based solely on the use of digital learning resources is required to more clearly see the effects on pupils’ learning