Covid-19: Closer to the senses – The (es)sense of presence in online education

Two women looking at their mobilphones.

This project investigates qualitative aspects of digital teaching in teacher education in the distance and hybrid mode caused by the Covid-19 pandemic. 

It looks at specific, unique and situational dimensions of digital (distance/online) teaching. The study focuses on the most common forms of teaching in teacher education programs - seminars and lectures - and examines the interactions between teachers, students and technology. The aim is to highlight different aspects of social presence and distance in these teaching situations.

The following research question has been formulated:
- How are teaching interactions (re)shaped when university teachers, students and technology interact in a spatially dissolved and transgressive digital context?
In order to understand what social presence and distance mean for teachers and students in a spatially dissolved and transgressive digital context, we need to study the interactions between teachers, students and technology but also to learn about the experiences of participants in these interactions.

The project runs from 2020 to 2023.
Research funder: Faculty of Educational Sciences, 250 000 SEK.



Cover of publication ''
Anna Martín Bylund, Linnéa Stenliden (2022)

Journal of Multilingual and Multicultural Development , Vol.43 , s.587-599 Continue to DOI

Martín Bylund, A. & Stenliden, L. (2021). Social presence in digital/online teacher training, a case from Sweden. In Teacher Education Policy in Europe, TEPE, 20-22 May 2021, Ljubljana, Slovenia.