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Facilitating learning and interaction in K-12 remote teaching contexts
Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.ORCID-id: 0000-0003-3985-7848
Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.ORCID-id: 0000-0002-0051-4744
2024 (engelsk)Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608Artikkel i tidsskrift (Fagfellevurdert) Epub ahead of print
Abstract [en]

The use of a facilitator is a growing phenomenon in K-12 remote teaching contexts. The aim of this study is to analyse aspects of facilitating students’ learning and interaction, with a special focus on the role of the facilitator. Frame factor theory was used as an analytical framework, including different educational conditions. The following research questions were posed: (1) How do different frame factors condition remote teaching? (2) How do these frame factors influence the role of the facilitator in remote teaching? Data were generated from observations (12 h) and interviews with remote teachers and facilitators (N = 18). Results show that frame factors seem to create two types of classroom context that condition the role, task, and responsibility of the facilitator. In the larger classroom context, the facilitator was a threefold resource - practical, pedagogical, and social in an ongoing collaboration with the teacher, whereas in the small classroom context, the facilitator mainly was a practical resource when needed.

sted, utgiver, år, opplag, sider
Springer, 2024.
Emneord [en]
Facilitator, Frame factor theory, Distance, Online, Remote, Virtual
HSV kategori
Identifikatorer
URN: urn:nbn:se:umu:diva-221470DOI: 10.1007/s10639-024-12579-1ISI: 001168870000004Scopus ID: 2-s2.0-85187304670OAI: oai:DiVA.org:umu-221470DiVA, id: diva2:1840461
Tilgjengelig fra: 2024-02-23 Laget: 2024-02-23 Sist oppdatert: 2024-07-15

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