Den akuta situationen med Covid-19 har haft en global påverkan på utbildning. Vid studiens tidpunkt hade pandemin pågått i drygt ett år och normala förhållanden var inte inom synhåll.  Författarna av denna uppsats har själva genomgått en radikal förändring och har känt behovet av att undersöka kring ämnet programmering vid distansundervisning. För att sätta ljus på de positiva aspekterna och hitta möjligheter för vidareutveckling, vill författarna förmedla det som varit bra respektive mindre bra. Uppsatsen genomsyras av en tematisk analys efter ett antal genomförda kvalitativa intervjuer.  Studien har huvudsakligen sökt efter berättelser, upplevelser och känslor som studenter och lärare på programmet Informationsarkitekt vid Malmö Universitet delar med sig.  Trots att studieresultaten inte påvisade någon märkbar skillnad i förhållande till föregående år, verkar pandemin ha haft en stor inverkan på många områden. Lärarna upplevde att klyftan mellan högpresterande och lågpresterande studenter blivit större. Detta tros delvis bero på att de lågpresterande studenterna drar sig för att be om hjälp, trots att de är i behov av det. Samtidigt tycks de högpresterande studenterna blivit duktigare på att söka information på egen hand. / The emergent situation regarding Covid-19 has had an effect on education globally. At the time of this study, the pandemic had been going on for about a year. The usual everyday life was nowhere to be seen.  The authors of this paper have experienced the radical changes and felt the need to investigate the remote education of programming. To shed some light on the positive outcomes and to find possibilities for further improvements, the authors want to relay the successful and unsuccessful aspects. The paper contains a thorough thematic analysis of the conducted qualitative interviews. In the study, stories, experiences and feelings from the students and teachers from the information architect programme at Malmö University have been the main part of the data collected.  Though the grades didn’t show any noticeable differences in comparison to the last few years, the pandemic seems to have had a major impact in many areas. The teachers have witnessed an increasing gap between high performing students and low performing students. It is believed that this may be caused by the low performing students' tendency not to seek help when they need it the most. While the high performing students seem to have gotten better at searching for information by themself.

This paper analyzes the diffusion of internet-based distance education technology (NETDE) among the US associate colleges. The study finds that an institution with experience in using an earlier generation distance education technology is more likely to adopt NETDE than an institution without such an experience. The finding supports the view of Cohen and Levinthal (1990) that an organization's 'absorptive capability' plays a significant role in its innovative activities. Institution size also facilitates the adoption of NETDE. We relate this size effect to market power because the size effect is partly caused by customer switching costs present in the NETDE market. Finally, we find that, among public institutions, the presence of close competitors motivates an institution to adopt NETDE earlier.

This paper presents an exploratory study of a web-enhanced televised class encouraging learner-learner interaction in small online groups. The purpose of the study was to examine whether various interactions among students in small groups could substitute for one-on-one interaction between the instructor and each student and lead to high levels of perceived class interaction and student satisfaction. It was found that perceptions of overall class interaction and student satisfaction seem to be positively affected by small group interaction. Implications for research and practice are discussed.

A thesis submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Doctor Of Education (D.Ed.) in the Department of Curriculum and Instructional Studies at the University Of Zululand, 2018 / The study examined pre-service teacher training in Open and Distance Learning based Universities in South Africa and Nigeria. The specific focus of the study was on the initial teacher education programmes at Bachelor of Education (B.Ed.) and Postgraduate Certificate in Education (PGCE/PGDE) phases in the two ODL based universities. The theories of self determination, humanism, transformational learning, distributed learning, and transactional distance served as the frameworks for the study. Information for the study was gathered through survey. Anonymous web-based questionnaire was designed and used to obtain information from the pre-service teacher trainees in the two ODL based universities. Interviews were conducted for a selected number of academic and support staff members from the two universities. A combination of purposive and stratified random sampling was used to generate the sample frames of the participants for the study. The sample of the pre-service teacher trainees that participated in the study was drawn from the nine (9) Provinces of South Africa, and six (6) Geo-political zones of Nigeria. One thousand, two hundred and sixteen (1216) ODL based pre-service teacher trainees in their B.Ed. and PGCE/PGDE programmes responded to the web-based questionnaire from the two countries. In addition, a total of ten (10) academic and support staff members were interviewed from the two Universities. The overall results revealed that the majority of pre-service teacher trainees by distance are young people between 18 and 29 years of age, unemployed or engaged in voluntary works with no stable source of income. Furthermore, flexibility of the programme and desire to work full time while studying were found to be the major factors that motivated majority of the participants to enrol in pre-service teacher training by distance. Electronic mail (E-mail), postal services, Learning Management Systems (LMS), radio programmes, and social media were found to be the major platforms through which the selected ODL based universities reached their pre-service teacher trainees. Moreover, mobile phone and tablet were found to be the major devices that the sampled student teachers used to access learning materials.

The diploma thesis deals with the education of pupils with specific learning disabilities. The theoretical part deals with the definitions of specific learning disabilities, the needs of students and the possibilities of re-education of individual disorders. There are defined degrees and types of support, legislation that regulates the education of students with special needs, but also other opportunities for their education. The practical part deals with case studies or observations of students with SPU, then a questionnaire survey, which seeks to answer the question of how teachers worked with students with SPU at the time of distance learning, whether they succeeded educational goals and also with what difficulties pupils struggled. The questionnaire survey is supplemented by structured interviews with teachers who participated in the education of students during distance learning.

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Online education is continually growing and becoming more widely accepted as an instructional delivery option. Student success, student retention, and course quality continue to be issues in distance education. In order to adequately address the issues of student retention, student success, and course quality, evaluation standards must exist. This study was designed to review evaluation standards for online-course quality in the community college and to explore the results of the usage of the evaluation standards as they related to student retention and success at a local community college. The purpose of this study was to (a) review evaluation standards capable of rating instructional quality of an online course, (b) validate the evaluation standards to be included in the evaluation instrument, and (c) determine if relationships exist between faculty evaluation scores and student success and retention in online courses. The evaluation instrument used in this study was a researcher-developed instrument that was validated from previous literature and a panel of experts in the field of distance learning. The instrument was used to measure the quality of the online classroom from the fall 2014 online courses at a local community college. A pilot test of 12 courses used the test–retest method to determine the reliability of the instrument. The remaining online courses were then evaluated using the Online Faculty Course Evaluation Instrument. Division Chairs and the Dean of Instruction acted as the supervisors of the faculty teaching online. There are 5 Division Chairs and 1 Dean of Instruction. These supervisors completed the evaluation instrument. Positive weak relationships were found and included: (a) correlation between course student-retention and the Assessment and Feedback Item #1, “course assessments are distributed equally and appropriately throughout the semester, (b) correlation between course student-success rates and the overall Course Information scores, (c) correlation between course student-success rates and Assessment and Feedback Items #1, “course assessments are distributed equally and appropriately throughout the semester, and (d) correlation between course student-success rates and Assessment and Feedback Items #6, “assessments align with the course objectives.”

The purpose of this study was to examine students’ perceptions of quality of online courses as they relate to the IHEP Teaching/Learning Process Benchmarks, Course Structure Benchmarks, and Student Support Benchmarks. The research design for this study was correlational. Out of 3,310 students enrolled in online courses, 97 successfully participated in the study at an urban southeastern university. A survey instrument consisting of three parts was used in this study. Part I of the survey instrument contains 24 Likert Scale questions, examining students’ online learning experiences. Part II of the survey contained four Likert Scale questions, gathering students’ rating on the overall quality of the online course in which they were enrolled. Part III of the survey instrument sought to obtain demographic information from the participants. The research questions were designed to determine students’ perceptions of online course quality distance education and whether a relationship exists between online students’ perception of quality and the operational variables: peer interaction, instructor feedback, course structure, and student support services. Pearson’s r correlation was used to analyze the survey data. After the data were collected and analyzed, the researcher determined that peer interactions, feedback from the instructors, and course structure contribute to predicting students’ perceptions of online course quality in the online courses studied. Students rated the quality of online teaching, online learning and course structure above average to excellent. Students’ perceptions of the quality of student support services were rated the lowest. An examination of the relationship between student perception of course quality and, instructor feedback, peer interaction, course structure, and student support services was also conducted. The results of the examination indicated that moderately statistically significant relationships existed between student perceptions of course quality and each of the three variables. Conclusions and recommendations based on the findings in this study indicated peer interaction, instructor feedback course structures, and student support services contribute to students’ perceptions of online course quality.

Research suggests that perceived degree satisfaction and perceived job preparedness are related to positive experiences from undergraduate degree programs. Research also suggests that perceived levels of degree satisfaction and job preparedness may vary based on whether the student was a traditional or nontraditional student. Therefore the purpose of this study was to analyze the level of degree satisfaction and the level of job preparedness of distance learning students enrolled in the Bachelor of Science in Interdisciplinary Studies program at Mississippi State University in relation to that of on-campus students enrolled in the Bachelor of Science in Interdisciplinary Studies program at Mississippi State University. Participants for this study included graduates between the years of 2001 and 2009 from on-campus and from the distance learning campuses of the Bachelor of Science in Interdisciplinary Studies degree program at Mississippi State University. The instrument for collection was the Degree Satisfaction and Job Preparedness Survey which was adapted from the Survey of Occupational Education Program. Data were collected in the areas of degree satisfaction, job preparedness, and demographics. Based on the researcher’s interpretive scale, the study found that the overall level of degree satisfaction among graduates of the Bachelor of Science in Interdisciplinary Studies Program at Mississippi State University was relatively high. The study also showed that degree satisfaction was higher among distance learning graduates of the Interdisciplinary Studies Program than it was among on-campus graduates of the Interdisciplinary Studies Program. The study also found that based on the researcher’s interpretive scale that the overall level of job preparedness among graduates of the Bachelor of Science in Interdisciplinary Studies Program at Mississippi State University was relatively high. In addition the study also showed that job preparedness was higher among distance learning graduates of the Interdisciplinary Studies Program than it was among on-campus graduates of the Interdisciplinary Studies Program.

The present study explored student perceptions of instructor support in remote learning environments during the COVID-19 pandemic to better understand inequities in their learning experiences. Participants self-reported perceptions of instructor support, online learning experiences, mental health symptoms, and wellbeing. Bivariate correlation testing and linear regression modeling were used to analyze the data. Results indicate that students' student-instructor rapport is associated with higher perception of instructor support. Further, higher perceptions of instructor support were associated with significantly lower symptoms of depression, anxiety, and academic-related stress. Higher degrees of students' self-regulated learning behaviors were associated with lower perceived instructor support. There were no gender differences or differences based on first-generation student status in comfort asking instructors for academic support. These findings highlight the importance of developing teaching practices that promote comfort in course engagement, especially in those who report being not feeling comfortable enough to seek instructor support. While the COVID-19 pandemic is unlikely to continue disrupting our classrooms for much longer, we can use this time to better understand student experiences in remote learning environments to better suit their needs as this mode of teaching continues to be utilized in the future.