Vart är vi på väg? Kemikurser för vuxna på distans, ett lärarperspektiv

The aim of this study has been to examine how distance education is different from regular education, what problems arise from these differences and what strategies maya id in solving those. This should be seen in the light of a reported increase in the demand for flexible courses for educating adults and an ongoing development project. Qualitative interviews were conducted with teachers currently teaching both regular and distance courses in subjects containing chemistry. It was found that the teachers view of the differences and problems associated with distance education was; large number of drop-outs, the teacher as a guide, limitations on online communication, lack of interaction between students and uncertainties regarding the motivation of the students. As drop-out rates have been determined to chiefly depend on factors outside the control och either the school or the teacher the attention was turned toward three main areas; motivation, interactions and discussions and the role of the teacher. Previous studies have found that motivation differs for adult and youth learners, but a possible pathway is to work with building the student’s self-efficacy. Student interaction was perhaps the biggest issue seen by the teachers and there are no sure-fire ways to improve it. The suggestion offered is to have a introductory period with intense activity from the teacher, and potentially a face-to-face meeting. Although the teacher should generally stay away from any active student-discussion, a certain amount of moderation might be prudent. The interviewees felt that the role of the teacher was more that of a guide, but it should also be added that it contains elements of motivator, moderator and instigator of discussions