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Digital Distance Education

Lena Dafgård

Lena Dafgård

Distance education has developed from correspondence courses to digi-tal distance education. Digidigi-tal technologies, particularly the Internet, offer rich possibilities for interaction and communication that bridge geo-graphical distances between teachers and students, yet text is still the most common way of communicating.

Taking a socio-cultural perspective and the theory of affordances as a lens, this thesis examines the mainstream integration of another mode of digital distance education, video. The aim is to better understand the possibilities and limitations of video from a teacher’s perspective. Through both a survey and an interview study, the thesis questions how video is used, how teachers respond to its possibilities and limitations, and what teachers’ attitudes and perceptions about the use of video are.

Informed by a comprehensive literature review, the results include a clas-sification system with recorded and live video as the main categories. The results indicate that video is mostly used as a supplement to other resour- ces and that teachers’ perceive time to be a major constraint in its use. They also show how video has the possibilities to mediate a teaching envi-ronment similar to that of a classroom, but that in large groups, the diffi-culty of perceiving non-verbal signals reduces possibilities for interaction.

Lena Dafgård

Department of Applied Information Technology

Division of Learning, Communication and IT

2020 ISBN 978-91-7833-748-4

Digital Distance Education

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