Lektier Online - didaktisk design af et uformelt online læringsrum?

Authors

  • Nina Bonderup Dohn
  • Hanne Skipper Degnebolig
  • Pernille Holm Lindhardt
  • Kirsten Lund

DOI:

https://doi.org/10.7146/lom.v9i15.23363

Keywords:

læirng, vejledning, online didaktik, didaktisk design

Abstract

I denne artikel undersøger vi det didaktiske design i Lektier Online; et online lektiehjælpstilbud for folkeskole- og gymnasieelever baseret på frivillige universitetsstuderende som lektiehjælpere. Vi identificerer fire betydninger af ’didaktisk design’, som alle behandles for Lektier Online. Vi opstiller en hypotese om Lektier Online-konceptet som frembydende et forholdsvis uformelt læringsrum samt tre eksplorative forskningsspørgsmål, der adresserer brugen af Lektier Online-platformens forskellige medier, deres virkemåde i læringskommunikationen mellem lektiehjælper og elev, samt muligheder for at kvalificere denne læringskommunikation didaktisk. Hypotese og forskningsspørgsmål undersøges gennem et eksplorativt observationsstudie, hvor lektiehjælpssessioner analyseres vha. positionerings- og affordanceteori. Vi konkluderer, at lektiehjælper og elev i samarbejde forhandler læringskommunikationen med anknytning til et lærer-elev narrativ og peger på, hvordan de primære kommunikationsmedier, tale og chat, samt de primære arbejdsmedier, digital tavle og Google Docs, bidrager i denne forhandling.

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Additional Files

Published

2016-05-18

How to Cite

Dohn, N. B., Degnebolig, H. S., Lindhardt, P. H., & Lund, K. (2016). Lektier Online - didaktisk design af et uformelt online læringsrum?. Tidsskriftet Læring Og Medier (LOM), 9(15). https://doi.org/10.7146/lom.v9i15.23363

Issue

Vol. 9 No. 15 (2016): Learning design: pædagogiske og didaktiske modeller for undervisningsudvikling, kvalitetssikring og effektivisering på de videregående uddannelser

Section

Artikler uden for tema

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