The Future of Education

Edition 14

Accepted Abstracts

Collaboration and Dialogue in a Digital Setting

Astrid Haugestad, NLA University College (Norway)

Charlie Keeling, Ostfold University College (Norway)


This study investigates how students perceive the English subject and various digital course designs. It adopts a socio-cultural view of learning where dialogue, collaboration and autonomy are emphasized in a formative perspective. The study includes 207 students, the majority of whom are trainee teachers of primary and secondary English. Data collection is from 2020-2022 from four different educational institutions in Norway and Sweden. It is based on a quantitative online survey. However, it includes a qualitative element/question where students comment freely. The students emphasize that social relationships are important for promoting collaboration and learning, especially in group work. Resonance and dialogue are related to the concept of formation. Further, autonomy and options for both lecturers and students are highlighted as important factors. Flexibility and course design are also relevant factors. The results show that physical presence and dialogue are important components for collaboration and learning in higher education.




Digital course design, dialogue, collaboration, autonomy, flexibility



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