Transforming a classroom course into an online course. A concept for an adaptation of a course in Teamcenter on pedagogic grounds

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Examensarbete för masterexamen
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2018
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Akre, Joel
Carlsson, Oscar
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E-learning is a rapidly growing field in the professional education and training area. Although it has existed for some time now, e-learning is a new and fairly unexplored discipline if you put it in perspective and compare it to more classic forms of education. This study aimed to investigate how a traditional classroom course can be transformed into an e-learning course without losing, and preferably gaining, pedagogical quality. The specific course is used for new employees at Volvo. To achieve the aim, four research questions were created, which consisted of one main question and three sub questions: (1) How can a classroom course be transformed into e-learning with preserved or higher pedagogical quality? (1.1) Which are the most important factors to create a well-functioning online course? (1.2) What are the learning objectives of the Volvo course and how does the current teaching support the learning of these? (1.3) What can be gained or lost from an educational view through the change from physical to virtual learning environment? The study was performed with a qualitative approach with some elements of design research. The main sources of data were interviews, course observation, document study, self-completion questionnaire and a focus group discussion. Based on the theory and the collected data, with a framework combining constructive alignment and the 5E model, a concept for transformation from classroom course into e-learning was created. This concept works as an instruction, explaining and suggesting, for how to transform the course using existing course material, with a new pedagogical approach and some additions, like new assessment tasks.
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bloom's taxonomy, constructive alignment, e-learning, professional education, 5E model, course design.
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