Den læring, der sker, afhænger (vel?) af den undervisning, der foregår
– om asynkrone refleksionsprocesser i efter- og videreuddannelse
DOI:
https://doi.org/10.7146/lom.v15i26.131562Keywords:
refleksion, professionshøjskole, efteruddannelse, didaktisk design, asynkrone læringsaktiviteter, online undervisningAbstract
This article presents the results of a study conducted in UCN's continuing education department in 2021. The purpose was to investigate the importance of the asynchronous activities in diploma and academy programs. The analysis focus on the learning processes that occur outside the formalized pedagogical designs. .Adults who participate in continuing education are typically adults balancing work life and family life, and who therefore prefer geographical and temporal flexibility. UCN are therefore interested in developing pedagogical designs that reflect the needs for flexible, personal, and practical solutions for students in continuing education.
20 students were included in the study, and the empirical material was obtained through interviews, surveys and observations of the study activity. The results indicate that when adult students participate in asynchronous learning activities, not only a geographical and temporal learning space is created, but an extended and multi-perspective space of reflection with time and space to learn at their own pace, on their own terms and in their own practice. The asynchronous learning space offers opportunities for inspiration, reflection, and consolidation of new knowledge. Thorough planning, tight management and specialized teacher skills are required to make optimal use of the learning potential of the asynchronous space.
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