Erfaringer og oplevelser med online undervisning på 9 videregående uddannelsesinstitutioner i foråret 2020

Translated title of the contribution: Experiences with online teaching in 9 further education institutions in spring 2020

Marianne Georgsen (Editor), Ane Qvortrup (Editor), Lillian Buus (Other), Ina Solveig Kjær Andersen (Other), Ida Skytte Asmussen (Other), Carsten Kronborg Bak (Other), Christian Dalsgaard (Other), Dorthe Geisnæs (Other), Stefan Ting Graf (Other), Peter Gundersen (Other), Karsten Gynther (Other), Line Helverskov Horn (Other), Søren Tapdrup Jensen (Other), Asbjørn Jørgensen (Other), Rasmus Leth Jørnø (Other), Thomas Kjærgaard (Other), Ulla Konnerup (Other), Inger Knude Larsen (Other), Søren Larsen (Other), Rasmus Fink Lorentzen (Other)Anita Lyngsø (Other), Nicolas Marinos (Other), Steen Nielsen (Other), Anne-Mette Nortvig (Other), Lotte Dyhrberg O'Neill (Other), Thomas Aagaard Pallesen (Other), Morten Petersson (Other), Morten Rasmus Puck (Other), Fie Rasmussen (Other), Marianne Riis (Other), Dorte Ruge (Other), Thomas Spejlborg Sejersen (Other), Annegrete Skovbjerg (Other), Rie Troelsen (Other), Jonas Svenstrup Sverregaard (Other)

Research output: Book/Report/PhD thesisReportResearchpeer-review


This report is based on an empirical study of online teaching during the lockdown of further education institutions. In the spring due to the COVID-19 pandemic. The project was a collaborative effort between Aalborg Universitet (AAU), Aarhus Universitet (AU), professionshøjskolen Absalon (PHA), Danmarks Medie- og Journalisthøjskole (DMJX), Roskilde Universitet (RUC), Syddansk Universitet (SDU), UCL Erhvervsakademi og Professionshøjskole (UCL), UC SYD, Professionshøjskolen UCN (UCN) og Via University Collage (VIA). Therefore, the study acquired broad insight into online teaching across several institutions.

The aim of the study was to gather experiences and describe the practices that were established during the lockdown with regard to digitally supported teaching and learning. The first lockdown was unexpected and therefore the practices established during this period are not generalizable to situations other than ‘emergency teaching’ but the study will point towards possibilities within the realm of online teaching based on the experiences from the lockdown in spring.

The report is extensive, covering the resources available in the institutions before and during the lockdown, the theoretical framework for the study, design and analysis in order to answer four central research questions: 1) Which variation of digitally supported didactical practices have been established across institution types and subject areas? 2) How do students experience the different practices and how do these impact different students e.g. in relation to experienced learning, learning strategies and mastery experiences? 3) How do teachers experience different practices and how do these impact the different teachers, their relations to their students as well as their experience of professional satisfaction? 4) How do the digitally supported practices affect a. collaboration between students and b. collaboration between teachers and students? The study further consists of four parts: a survey amongst 85.000 students across 9 institutions, a survey amongst 6.000 teachers across the same 9 institutions, an interview study with strategically selected respondents from the two survey studies and mapping of the institution’s systematic landscabes and organizational resources in relation to reorganization of classes to online teaching.
Translated title of the contributionExperiences with online teaching in 9 further education institutions in spring 2020
Original languageDanish
Number of pages175
Publication statusPublished - Jan 2021


  • learning, educational science and teaching
  • Blended Learning
  • COVID-19
  • didactics
  • learning
  • online teaching


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