I am a PhD student in Adult Learning with a specialisation in the digitalisation of higher education. My research focuses on how higher education is distributed to local campuses through digital technologies, particularly within nursing programmes and other professional degree programmes that are transitioning to distributed formats.
My dissertation examines how equitable teaching practices are enacted when university teachers and local facilitators jointly create synchronous learning situations for student groups located in different geographical sites. I am especially interested in the interplay between people, technologies, and learning environments – from the physical and digital artefacts that shape the teaching situation to the socio‑material arrangements that influence opportunities for interaction, participation, and student‑centred learning.
The Swedish model of distributed professional education is expanding rapidly but remains under‑researched. To address this gap, I combine Swedish cases with insights from international contexts where remote or distributed teaching has a longer history. This comparative perspective helps illuminate both the pedagogical and infrastructural conditions that shape contemporary higher education.
My background is in educational technology (IKT‑pedagogik), and I have extensive experience supporting teachers in digital learning and pedagogical development. This practical experience, together with theoretical perspectives such as sociomaterial approaches, practice theory, and CSCW/CSCL, enables me to analyse distributed teaching both as a pedagogical practice and as an infrastructural configuration.
Through international collaboration and network-building, I aim to strengthen the comparative dimension of my doctoral work and contribute to a broader understanding of how we can design equitable, sustainable, and pedagogically grounded higher education—regardless of where students are located.
My dissertation examines how equitable teaching practices are enacted when university teachers and local facilitators jointly create synchronous learning situations for student groups located in different geographical sites. I am especially interested in the interplay between people, technologies, and learning environments – from the physical and digital artefacts that shape the teaching situation to the socio‑material arrangements that influence opportunities for interaction, participation, and student‑centred learning.
The Swedish model of distributed professional education is expanding rapidly but remains under‑researched. To address this gap, I combine Swedish cases with insights from international contexts where remote or distributed teaching has a longer history. This comparative perspective helps illuminate both the pedagogical and infrastructural conditions that shape contemporary higher education.
My background is in educational technology (IKT‑pedagogik), and I have extensive experience supporting teachers in digital learning and pedagogical development. This practical experience, together with theoretical perspectives such as sociomaterial approaches, practice theory, and CSCW/CSCL, enables me to analyse distributed teaching both as a pedagogical practice and as an infrastructural configuration.
Through international collaboration and network-building, I aim to strengthen the comparative dimension of my doctoral work and contribute to a broader understanding of how we can design equitable, sustainable, and pedagogically grounded higher education—regardless of where students are located.