Due to the Covid-19 pandemic, law schools had to pivot to virtual legal education quickly. In the wake of the pandemic, scholars have eagerly written about the dos and don’ts of the virtual law classroom. Although some articles have represented the law students’ perspective and some have represented the law professor’s perspective, none have done both in an attempt to create empathy and bridge the gap between what students’ desire, and what law professors are currently providing, and what good virtual legal education requires. As such, based on several interviews with law professors and students, this Article begins by describing one online Contracts class first from the professor’s point of view and then from the student’s point of view. The professor and students’ different perceptions of the same class are then analogized to John Godfrey Saxe’s poem The Blind Men and the Elephant. Then, using the Kübler-Ross Grief Cycle as a vehicle to build empathy and understanding, this article attempts to demonstrate the similarities that exists between students and professors’ feelings about online virtual education, namely that both professors and students alike are avidly grieving a common loss: in-person, Socratic law school days of old. As such, they are both experiencing denial and anger about their situations. In keeping with one of the key strategies recommended by the Mayo Clinic for overcoming denial in grief, this article “journals” their realities and provides both the student and professor perspective in the hopes that, by doing so, it will rid the misconceptions and bridge the way for a new type of virtual legal education to be created—one that meets (and/or exceeds) both professors’ and students’ expectations.

In March 2020 the Covid-19 pandemic changed life circumstances drastically for everyone. Exactly one year ago the university had to shift from campus to the internet. This led to huge alterations in how professors lecture and how student university life takes place. After this year, it is time to evaluate the changes and put them into perspective. This means recognizing the benefits of technology to legal education instead of seeing the current situation as a replacement that disappears as soon as a return back to campus is possible.

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Heteronormativity and norms concerning gender and sexuality are present in the entirety of Sweden, and their expressions are often wide and varied. This thesis studies the experiences of two upper secondary school teachers employed in Malmö through a case study in regards to work with gender and sexuality norms in religious studies. Additionally, how the pandemic COVID-19 and transit to digital teaching has affected work with gender and sexuality norms are explored. Using select parts of queer theory and thematic analysis, key components presented by the interviewees relating to work with gender and sexuality norms are identified and analyzed against the backdrop of previous research.

The aim of this study is to investigate how digital teaching materials are used by teachers in grade of 4-6 and if there are some similarities or differences in the use of it. The reason for this study is because the society is constantly evolving and becoming more digital, which also includes the school and the teaching material. Teaching tools have a great impact in the way of teaching. The performed studies in this assessment shown that pupils’ motivation to learn increases when digital tools are being used in the classroom. This way of teaching contributes to promoting pupils learning skills and the way they get to learn new knowledge. In this study, a survey and interviews has been used where teachers have been asked to respond in order to get an understanding how they use digital materials in their teaching and to see if there are similarities and differences in the use of it. The given results shows that teachers use the digital teaching material for individual adaptation and also for complementing the analog teaching. The results also shows that there are teachers that still prefer the analog teaching materials in comparison to the digital material. Therefor there are some differences and similarities in the way teachers use the digital teaching materials in their education.

The following study aims to contribute knowledge about the challenges civics teachers at secondary schools faced in assessment and grading when the digital teaching was applied due to the pandemic. The purpose of this study has been to find out how the grading and assessment practice was affected by the prevailing distance studies. In the study, the questions that have been answered are: In what ways was the grading and assessment practice affected by distance learning according to the social studies teachers? And the question: What were the biggest challenges and opportunities with grading during distance learning according to the social studies teachers? The method applied in the following study is semi-structured qualitative interviews. The selection of respondents was based on two criteria. One criterion for selection was that the teacher worked at secondary school level and within the subject of social science, and that the teacher in question taught digitally during the distance period. Eight teachers participated in the study. The theoretical framework that was applied in the analysis of the results is the TPACK framework. The results show that several different challenges and opportunities could be identified. Among other things, the teachers felt that legal certainty was a challenge during distance learning, the reduced interaction with the students and other external circumstances such as home conditions affected the teaching, which in turn also affected the grading. Two knowledge requirements within the subject of social studies are distinguished as particularly challenging to assess and grade remotely, factual knowledge and different forms of presentation. The reduced classroom interaction also meant that the discussion and communication which is what characterizes the subject civic, was challenged during the distance period. The possibilities of the digital tools that could be ascertained from the results section are, among other things, that the teachers perceived that the formative assessment became more efficient and structured and that more new accounting forms appeared in connection with the introduction of digital technology.

Syftet med denna kvantitativa studie är att få en inblick i huruvida lärare på skolor i Mellansverige tillämpar digitala verktyg och hur inställningen till läromedlen ser ut inom yrkesgruppen. För att uppnå studiens syfte formulerades fyra frågeställningar. Materialet består av en digital enkät som delades ut till ca 500 rektorer och lärare. Det viktigaste resultatet var att majoriteten av lärarna har en positiv inställning till digitala verktyg och att samtliga lärare använder sig av verktygen i undervisningen. Studiens slutsats är att digitala verktyg ger möjlighet till en varierad undervisning, men att lärare anser att de är i behov av fortbildning för att utöka kompetensen om digitala verktyg. / The purpose of this quantitative study is to gain an insight into whether teachers at schools in central Sweden apply digital tools and what the attitude to the teaching materials looks like within the professional group. To achieve the purpose of the study, four questions were formulated. The material consists of a digital survey that was distributed to about 500 principals and teachers. The most important result was that most of the teachers have a positive attitude towards digital tools and that all teachers use the tools in teaching. The study's conclusion is that digital tools provide the opportunity for varied teaching, but that teachers believe that they are in need of continuing education to expand the competence on digital tools.

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With the aim of designing tools, processes and means to support secondary school teachers in maintaining a sense of presence, closeness and immediacy when interacting with their pupils remotely in rapidly appropriated digital learning environments due to Covid-19, this thesis examined the meaning, importance and possibilities of creating a sense of presence, closeness and immediacy in remote digital teaching.The process was based on research for design, encompassing literature study, field research and methods of interaction design to reach conclusions on meaningful tools, processes and means of supporting secondary-school teachers in remote digital teaching.Main findings unveiled a sense of presence as a prerequisite for closeness and immediacy and real-time video lessons as the main approach to remote digital teaching, potentially creating an illusion of presence, closeness and immediacy due to pupils’ choice of black screens and muted microphones.Potentially meaningful approaches to achieving a sense of presence, closeness and immediacy identified in this thesis include the use of digital representations, representational correspondence and the concept of testimony in designing for a sense of presence, closeness and immediacy in remote digital environments.

Denna studie tillhör deltagarorienterad forskning (PAR) i form av en forskningscirkel. Syftet var att beskriva och analysera en forskningscirkels kunskapsutveckling både gällande dess process och dess innehåll. Deltagarna i cirkeln var nio lärare som arbetar vid en komvuxskola och de undervisar vuxenelever i ämnena SFI, SVA och engelska. Forskningscirkelns fokus har varit frågor som gäller individanpassad undervisning inom komvuxutbildningar. I cirkeln har empiriska data kommit fram genom att låta deltagarna berätta sina livsberättelser om individanpassad undervisning och i gruppsamtal prata om individanpassad undervisning. I en växelverkan mellan deltagarnas erfarenheter om individanpassad undervisning och tidigare forskning inom detta område, arbetade vi i cirkeln fram metoder för individanpassad undervisning inom komvuxutbildningar. Deltagarna prövade dessa metoder i undervisningen. Metoderna som var utformade för individanpassad undervisning var både vitt och övergripande utformade, vilket var positivt på grund av att lärarna kunde anpassa metoderna och arbetssätten till varje elevgrupp och till enskilda vuxenelever. Resultatet visar att individanpassad undervisning bör utformas som individuell undervisning, en till en undervisning, mellan lärare och vuxenelev. Då kan vuxeneleven få individuell hjälp med studierna och eleven kan få arbetsuppgifter som är individuellt anpassad till hens förmåga att studera. Det har också framkommit att, det är viktigt att undervisningen är utformad utifrån relationell undervisning, vilket innebär att vuxeneleven både får möta lärare och andra elever under studiernas gång. Det innebär olika undervisningssätt som både är individanpassade, samtidigt som de utgår från en relationell undervisning. Det har framkommit i studien att relationell undervisning är särskilt viktigt i språkundervisningen. Det har också uppmärksammats individanpassade metoder som utgår från digital undervisning både inom individuell undervisning och relationell undervisning. I studien lyftes fram olika arbetssätt som utgår från digital undervisning. / This study belongs to the research tradition Participatory Action Research (PAR) in the form of a Research Circle. The task was to describe and analyse the process and content of knowledge development within a Research Circle. The participants in this circle were nine teacher who work at komvux, and teach adult students in subject such as SFI, SVA and English. In this circle with participating teachers, issues of individually adapted teaching in adult education have been in focus. In this circle, empirical data has been highlighted by having the participants tell life stories and in group interviews about the individualized teaching. In an interaction between the participants´ experiences of individually adapted teaching and previous research in this area, we in the circle developed methods for individually adapted teaching in adult education. The participants tried these methods in their teaching. The methods that were developed for individually adapted teaching were both broadly and comprehensive designed, which was positive because then the teacher can adapt the teaching methods to each student group and individual adult student. The result indicate that the individually adapted teaching needs to be designed based on individual teaching, one to one teaching between teacher and adult student. Then the adult student can receive individual support in their studies and receive tasks that are individually adapted to the student´s ability to study. It is also important that the teaching is designed based on relational teaching, were the adult student both meets the teacher and other students during the course of study. This means different working methods in teaching that are individually adapted based on relational teaching. Relational teaching is especially important in language teaching. It has also been highlighted methods for individually adapted teaching based on digital teaching which is both based on individual teaching and relational teaching. This digital teaching is based on different working methods that are highlighted in this study.