Didaktik for distance education in upper secondary schools and adult education

This article analyses secondary and adult education teachers from six schools developing distance teaching in Sweden. The teachers participated in a professional development program (2019–2022). A Didaktik theory was used to analyse factors for distance education on a structural (e.g., content, intentions, methods, media, students) and on an organisational (e.g., professional, normative conditions) level. The primary data is interviews with teacher groups during a Design-Based research process. The analysis suggests that the teacher groups developed professionally as distance teachers by reflecting on and testing different ways to communicate with students and structure their courses digitally. The article suggests principles to improve distance education on course level and school level.

Keywords: Distance teaching, Didaktik, Design-Based research, professional development