@article {1549,
	title = {PRE-SERVICE TEACHERS{\textquoteright} EXPERIENCES OF THE TRANSITION FROM ANALOGUE TO DIGITAL LEARNING DURING THE COVID-19 PANDEMIC},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {273-288},
	abstract = {The transition from analogue campus-based learning to digital distance learning during the Covid-19 pandemic affected our society in many ways. This study set out to explore the experiences of 30 pre-service teachers when transitioning to digital distance learning. The pre-service teachers (PSTs) participated in a series of focus-group interviews that were subsequently analysed using qualitative content analysis. The results indicate that the transition to digital distance learning worked well and that the technology that was used performed satisfactorily. However, the PSTs experienced both opportunities and obstacles with respect to distance learning. The opportunities associated with digital distance learning were reported to be instantiated by teacher-led {\textquoteleft}flipped classroom{\textquoteright} teaching sessions and the additional freedom that was enjoyed by the PSTs (in both space and time). An obstacle associated with digital learning was the feeling that important aspects of interpersonal interaction disappeared. The PSTs remained sedentary and isolated at home, and the learning experience became somewhat dysfunctional when the teaching was not clearly structured and teacher-lead. The study concludes that it is not possible to replace IRL ({\textquoteleft}in real life{\textquoteright}) teaching entirely with digital distance learning. However, the results suggest that a hybrid form of teaching or elements of digital teaching can work well as a complement to future campus-based courses.},
	keywords = {Covid-19, digital learning, digital teaching, distance learning, hybrid learning},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.273},
	url = {https://oaji.net/articles/2022/457-1651338145.pdf},
	author = {Johan B{\"a}cklund and Martin Hugo and Kerstin Ericson}
}
@article {1147,
	title = {THE PARADOX OF THE FLIPPED CLASSROOM: ONE METHOD, MANY INTENTIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {451-464},
	abstract = {The Flipped Classroom is a teaching model where content attainment is shifted forward to outside of class, to be followed up by the teacher in class. In Sweden this way of teaching has become very popular during recent years. But what is gained by this way of teaching? Research on the Flipped Classroom in the context of the Swedish High School system is close to non-existent; why studies within this field are of great importance.
In order to find appropriate informants, an electronic survey was constructed. Informants matching the selection criteria were then selected for qualitative interviews. In total nine informants agreed to participate in interviews (semi-structured) to describe their experiences from flipping their own classrooms.
The informants reported that the transition from more conventional ways of teaching to using the Flipped Classroom entailed major changes. The informants pointed out that the process of moving away from the more conventional way of teaching improved their teaching. All of the informants expressed they all used the Flipped Classroom methodology but they all did it with different goals in mind and their approach varied a lot. By using the same terminology, it might seem that they worked with the Flipped Classroom in similar ways, but the results show they did not. Herein lies the problem: Teachers say they flip their classrooms, which they do, but they do not share the same goals or approaches, just the term: The Flipped Classroom.
},
	keywords = {flipped classroom, flipped education, qualitative interviews, teaching methodology},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.451},
	url = {http://oaji.net/articles/2017/457-1533495491.pdf},
	author = {Johan B{\"a}cklund and Martin Hugo}
}
