This study is based on an abductive approach and a case study where the purpose is to investigate how students experience online education. The questions to answer in the study are based on the students' experiences of expected digital prior knowledge, their need for digital literacy, what advantages and disadvantages they saw with the digital environments and tools they used and what improvements could be identified. The empirical process was done through semi-structured interviews with thematic analysis as an analysis method, where it emerged that the students felt that there is an expectation from universities that the students should have a digital knowledge prior to attending the university and that they had to be able to work independently. There were shortcomings in the knowledge about the digital tools with the teachers and that meant inadequate support for the students. Despite this, the students were satisfied with their choices to study online, but they had many suggestions for improvement measures, which leaves room for future research linked to the issues. / Denna studie bygger på en abduktiv ansats och är en fallstudie där syftet är att undersöka hur studenter upplever distansutbildning. Frågeställningarna i studien bygger på studenternas upplevelser kring förväntade digital kompetens, vilka för-och nackdelar de såg med de digitala miljöer och verktyg som de använde sig av samt vilka förbättringsförslag som går att identifiera. Empiriinsamlingen skedde genom semistrukturerade intervjuer med tematisk analys som analysmetod, där det framgick att studenterna upplevde att det finns en förväntan från universitet där studenterna ska ha digitala förkunskaper och kunna arbeta självständigt. Det fanns brister i kunskapen kring de digitala verktygen hos lärarna och bristfälligt med stöd till studenterna. Trots detta var studenterna nöjda med sina val att studera på distans men de hade många förslag på förbättringsåtgärder vilket lämnar utrymme för framtida forskning kopplat till frågeställningarna.

This text discusses final results from empirical studies, scientific articles and literature from the period 1990-2023, concerning teachers’ knowledge, students’ misconceptions and various teaching methods related to geometric objects. The results highlight challenges for both teachers and students in understanding and defining geometric shapes and figures. The work elucidates students in grade 4-6 difficulties and knowledge in identifying geometric objects in varied positions, as well as their understanding of the properties of geometric shapes and figures. The teacher’s understanding is crucial för imparting accurate information to students in instruction. Therefore, effective teaching methods such as practical activities, everyday connection and Van Hiele’s instructional model are suitable to apply in practice. This instructional model has been effective in students education and is therefore a good example for a teaching method.  In summary, the results are based on the abilities of teachers and students and their abilities can be enhanced by adapting teaching methods related to geometric objects, and how misconceptions are something that should be taken seriously and be prevented.