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- W4366366451 abstract "In this phenomenographic study, we contribute with a critical view on teachers’ understanding of the use of digital technology in education is at the core. By analysing engineering teachers in Sweden’s qualitative different ways of experiencing teaching-learning in virtual learning environments (VLEs) pre-COVID-19 pandemic, we found three different approaches: (A) increased transmission possibilities, (B) outlined trail and (C) forced compromises. Based on our findings, the tensions between the possibilities in the virtual learning environment and teachers’ teaching-learning intentions are discussed, and teachers’ decreased room for action to design for learning is problematised. Notably, teachers with an increased breadth of awareness of teaching-learning appear to experience the greatest tensions, forcing them to compromise their student-centred intentions." @default.
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- W4366366451 date "2023-04-19" @default.
- W4366366451 modified "2023-10-17" @default.
- W4366366451 title "Teaching-learning in virtual learning environments: a matter of forced compromises away from student-centredness?" @default.
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- W4366366451 doi "https://doi.org/10.1080/13562517.2023.2201674" @default.
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