Facing Radical Digitalization: Capturing Teachers’ Transition to Virtual Classrooms Through Ideal Type Experiences
2022 (English)In: Journal of educational computing research (Print), ISSN 0735-6331, E-ISSN 1541-4140, Vol. 60, no 6, p. 1351-1372Article in journal (Refereed) Published
Abstract [en]
In 2020, a global pandemic changed the educational landscape overnight and caused an abrupt transition to virtual classrooms. This study aims to gain increased knowledge of teachers’ experiences of facing such radical digitalization through ideal types. The data include a teacher survey with 1109 respondents from 15 high schools in Sweden, containing both fixed and open-ended response types. Educational affordances and digital competence are used as analytical lenses. The results show distinct differences regarding teachers’ perception of how teaching in a virtual classroom has worked and whether they and their students have developed their digital competence during this period. We present four ideal types: a) the enthusiast, b) the skeptic, c) the pessimist, and d) the affirmative, which capture the essence of teachers’ multifaceted experiences, actions, and affordances perceived in the transition to virtual classrooms. Contributions include theorizing about teachers’ encounters with radical cases of digitalization. © The Author(s) 2022.
Place, publisher, year, edition, pages
Sage Publications, 2022. Vol. 60, no 6, p. 1351-1372
Keywords [en]
COVID-19, digital competence, digitalization, distance education, high-school, ideal-type analysis, virtual classroom
National Category
Social Sciences Educational Sciences Pedagogy
Research subject
Research on Citizen Centered Health, University of Skövde (Reacch US)
Identifiers
URN: urn:nbn:se:his:diva-20952DOI: 10.1177/07356331211069424ISI: 000758587500001Scopus ID: 2-s2.0-85125088169OAI: oai:DiVA.org:his-20952DiVA, id: diva2:1641801
Note
Correspondence Address: Willermark, S.; School of Business, University West, Sweden; email: sara.willermark@hv.se
The author(s) received no financial support for the research, authorship, and/or publication of this article.
2022-03-032022-03-032022-09-12Bibliographically approved