Increased use of digital tools in post-pandemic teaching | Karolinska Institutet Nyheter
Education in a lecture hall on the Flemingsberg campus. Photo: Erik Flyg
The report “Teaching and examination in digital environments: follow-up of teachers' and students' experiences” covers the academic year 2020-2021. The aim has been to follow up on how digital distance learning has been experienced by both teachers and students.
“We have carried out several ongoing evaluations that have shown that the majority of students have had a favourable experience of the digital transition. Many people are happy about the possibilities of distance learning and being able to review the lessons with the help of recorded lectures, while others have missed the interaction with teachers and other students,” says Annika Östman Wernerson.
The fact that it worked so well can be explained by the great efforts of the teachers and the willingness of the students to contribute, but the fact that digital solutions were available, such as KI's digital learning platform, has been of great importance.
Alexander Klaréus, Chair of the Medical Association and Dana Samiean, Chair of the Odontological Association. Photo: N/A
“We now need to find a good balance between the different teaching methods where the focus should be on students' learning. Then it is up to each teacher to adapt their teaching to their course and their students. Here we will see the development of various forms of so-called ‘blended learning’,” says Annika Östman Wernerson.
“In our students' programmes there are many practical elements that require you to be on campus. It is important that they continue to be on campus while the pandemic indicates that several aspects of the theoretical parts are suitable for digital distance education,” says Dana Samiean, Chair of the Odontological Association.
Annika Östman Wernerson, Dean of Higher Education at Karolinska Institutet. Photo: Erik Flyg
She stresses that it is important that all pedagogical development takes place based on the understanding of what facilitates students' learning.
“We know that teaching methods that activate students are good and as part of this, more of the teachers' time should be devoted to helping students translate their knowledge rather than providing traditional lectures. When students receive help in using new skills to understand relevant problems, it produces better learning,” says Annika Östman Wernerson.
Teaching and learning at KI
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