Abstract
This study explores Swedish mathematics teachers teaching and assessing practices as different hybrid teaching methods were implemented. Data were collectedfrom 51 teachers in the Stockholm region using an open-ended questionnaire. Teachers experienced a developmental leap involving both pedagogical adaptation and the use of technological tools when adapting to hybrid teaching. Quality dialogues, structure and learner autonomy, as well as the integrity of assessment practices were issues of major concern, as most students experienced online and hybrid learning for the first time with limited preparation. These adaptation processes led to an increase in transactional distance, which in turn affected students' autonomy and achievement. The results also show that the reliance on summative assessment became the new normal practice inconsistent with the Swedish way of teaching and assessing student learning. To enjoy the full advantages of hybrid teaching, there is a need to put measures in place to reduce the transactional distance to help improve students' autonomy and achievement.
Original language | English |
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Title of host publication | Handbook of Research on Redesigning Teaching, Learning, and Assessment in the Digital Era |
Publisher | IGI Global |
Pages | 87-105 |
Number of pages | 19 |
ISBN (Electronic) | 9781668482933 |
ISBN (Print) | 9781668482926 |
DOIs | |
Publication status | Published - 15 May 2023 |
Externally published | Yes |