Sweden’s healthcare sector faces a significant challenge due to the increasing life expectancy and aging population. This is exacerbated by the anticipated decrease in the working age population, creating extended competency supply challenges for municipalities and regions. Simultaneously, there is a demand for digitalization and the use of digital tools, which entails new challenges for municipalities and regions to manage. This study aims to investigate the current education strategy of a medium sized municipality within the health care sector, referred to as Kommun X, to identify how the education process can be structured and how digital tools can contribute to a more qualitative process. The data collection method utilized in this study is semi-structured interviews, which is in line with a qualitative approach. Moreover, the study incorporates an expert interview that has been analysed alongside the other data sources. In our findings, we propose an approach that combines digital tools with physical meetings. To enhance the structure and accessibility of the education we recommend implementation of a learning management system (LMS) which is compatible with mobile devices. Furthermore, we suggest establishing designated responsibility and support materials for the education. A concluding suggestion is that Kommun X consider the use of VR technology for educational purposes to integrate more interactive experiences for employees.

I ett allt mer digitaliserat samhälle har även utbildningen blivit genomsyrad av denna digitalisering. Det har lett till en ökning i produktion av videoföreläsningar som studenter, på högskolenivå främst, allt oftare använder sig av i inlärningssyfte. E-lärande har många fördelar eftersom det bland annat leder till ökad studieflexibilitet. Det finns ett rikt utbud av tidigare forskning som kretsar kring områdena inlärningsbeteenden, skärmstorlekar och videoföreläsningar. Tidigare studier visar både på att det kan skilja sig i inlärning beroende på skärmstorlek men det finns också studier som tyder på motsatsen. Detta kandidatarbete undersöker om skärmstorlek har någon påverkan på hur mycket man lär sig av att se på en videoföreläsning. Det gjordes genom att gruppera 34 försöksdeltagare i tre grupper där alla fick se en vald föreläsningsvideo på tre olika grupper av skärmstorlekar: liten (4-7 tum), medel (13-17 tum) eller stor (27 tum). Några dagar innan och direkt efter undersökningen besvarade deltagarna även en enkät med sakfrågor om innehållet i den valda videon. Utifrån de resultat som framkom så visar det sig att olikheter mellan dessa skärmstorlekar inte ger en signifikant påverkan på hur mycket man lär sig av en föreläsningsvideo av intervju-typ. Det innebär alltså att man för sådana föreläsningvideor inte behöver ta hänsyn till skärmstorleken, varken som student eller som videoproducent. / In a more and more digitized society, the education has also been steeped in this digitization. This has lead to a rise in the production of video lectures which students, mostly at degree level, more often use for learning purposes. E-learning has many advantages since it, among other things, leads to an increased flexibility when studying. There are many previous studies on learning behaviours, screen sizes and video lectures. Earlier studies show that learning can differ depending on screen size but there are also studies showing the opposite. This bachelor’s thesis examines if screen size has an effect on how much one learns from watching a video lecture. This was done by grouping 34 test participants into three groups where they all watched a video lecture on three groups of screen sizes: small (4”-7”), medium (13”-17”) or large (27”). A few days before and directly after the test the contestants answered a survey with questions regarding the content in the specific video. The results are that differences between these screen sizes do not have a significant impact on how much one learns from a video lecture of interview type. This therefore means that one does not have to consider the screen size for that type of video lecture, either as a student or a video producer.