Technical University of Denmark
42373 Human Factors and Implementation Mangement
June 25, 2020
Thriving in Distanced Learning
Author:
s144408 Marie Elly Ulricke Kristensen
Preface
This qualitative research of student thriving in online education is based on a survey
(eVidenCenter, DEA, 2020) and supported by other literature in the field of online teaching and student thriving. Analysis based on Maslow’s hierarchy of needs and the star
model are conducted on interviews, and this analysis is compared to literature in order to
provide recommendations on the implementation of online teaching. The most important
finding is the lack of knowledge sharing between faculty on the field, this leading to the
recommendation of emphasising this more in the future.
Contents
1 Introduction
1
2 Purpose
1
2.1
Research question . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3 Literature Review
2
2
3.0.1
Academic Environment . . . . . . . . . . . . . . . . . . . . . . . .
2
3.0.2
Pedagogical Practice . . . . . . . . . . . . . . . . . . . . . . . . .
3
3.0.3
Social Aspect and the Sense of Community . . . . . . . . . . . . .
4
3.1
Survey Review
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
3.2
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5
4 Methodology
4.1
Sources of Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5 Findings
5.1
5.2
6
6
7
Analysis of New Knowledge . . . . . . . . . . . . . . . . . . . . . . . . .
7
5.1.1
Maslow’s Hierarchy of Needs on Student Thriving . . . . . . . . .
8
5.1.2
Organisational View on Online Teaching . . . . . . . . . . . . . .
9
Discussion and Results . . . . . . . . . . . . . . . . . . . . . . . . . . . .
11
6 Recommendations on Implementation
13
7 Conclusion
14
7.1
Limitations and Further Reflections . . . . . . . . . . . . . . . . . . . . .
8 Appendices
14
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1
Introduction
During the COVID-19 outbreak, schools, teachers and students have been in an unprecedented situation which has required a significant and immediate transition from
general education to emergency learning in the distance. The restructuring has not been
a planned process, there was no strategy with relevant instructions and there has only
been sporadic experience to build on. Neither school leaders, teachers nor students have
been able to foresee in advance the challenges to be solved, and the development of
competences in this area so far has not targeted a situation where teaching is 100 percent digital technologies, but towards the use of digital learning, where it makes sense
(eVidenCenter, Dea, 2020).
Distance learning during the corona shutdown has required great readiness for change
and a massive effort from teachers, schools and students. But teaching has been more
monotonous, and students have had a lower learning outcome. A small group of students
thrive in distance learning, while many have struggled with schoolwork and motivation.
This is according to a recent survey conducted by eVidenCenter and DEA (2020), which
has received responses from more than 12,000 students and almost 1,900 teachers in
secondary education in Denmark.
In accordance to this survey, this research paper is based on qualitative research methods,
with the aim of understanding the issue of thriving amongst students during COVID-19.
2
Purpose
In order to make this research less holistic, the focus is in particular on how schools
can work with the academic and social aspect of student thriving in online teaching.
The research focuses less on what personal circumstances can have an impact on the
individual students well-being. This means that mental health problems and diagnoses
are not central to the research. Thus, it is not chosen to focus on how schools can work
with the inclusion of students with special challenges.
Since individuality is an essential view in this research, it is not purposed, that one
solutions fits all. The purpose is to discuss methods of communication and teaching
interpreted through qualitative research methods. The results of this research is thought
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as a help for both students and teachers in secondary education in Denmark to address
the problems that their individual workplace or school experience.
The purpose of the results will be obtained through the use of change managerial models
and theory, more specifically Maslow’s hierarchy of needs (Lester et al., 1983), with a
focus on psychological needs in student thriving and the star model (Galbraith, 1989), in
order to provide specific recommendations for implementation of online teaching with a
focus on student thriving.
2.1
Research question
Based on the purpose of this research paper, the aim is to answer the following research
question: How can the thriving of secondary educational students in Denmark, who work
from home, be improved, considering the "new" work environment during COVID-19?
3
Literature Review
This chapter provides an overview of the field of existing research studies on the concept of
both student thriving and online teaching. To provide a brief outline of existing literature,
three key themes were selected: Academic Environment, Pedagogical Practice and Social
Aspect and the Sense of Community.
3.0.1
Academic Environment
The academic environment is in this review covering discussions on the aspects of students
learning outcome, academic thriving and the student-teacher relationship.
In a qualitative study (Scheriner, 2010) the academic thriving is characterised by engaged learning and academic determination. It is stated, that students who are thriving
academically are psychologically engaged in the learning process. Another study (Evalueringsinstitut, 2019) states that the literature in their research points out that the way
in which teaching is organised and implemented is of great importance for the well-being
of the students. This study looks more into the importance of the student-teacher relationship, stating that this is of importance to the well-being of the students in the
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teaching (ibid.). Teachers and students are the primary players, although management
plays a role in ensuring that teachers have the right skills and framework to work with
teaching methods in ways that promote thriving (ibid.). Though several of the reviewed
studies in another source (Tallent-Runnels et al., 2006) points to the need for a more sophisticated approach than only moving text-based courses to the internet, it furthermore
states that onfew areas of inquiry about online courses are supported by multiple studies.
A research (ibid.) states that students’ online learning is affected by the quality of the
online instruction. Furthermore they conclude that institutional aspects of their studies
showes that quite few universities have written guidelines or policies for online courses.
3.0.2
Pedagogical Practice
The pedagogical aspect is in this review covering discussions on the aspects of intrapersonal thriving, feedback culture and teacher handling of online communication.
One study (Schreiner, 2010) outlines the importance of healthy attitude towards one self,
by describing thriving in college to require the development of healthy attitudes towards
one self as well as the learning process. This perspective is described as intrapersonal
thriving, and is consisting of a factor called positive perspective. The study (ibid.) encouraged the incorporation of tools to provide students with a more positive perspective,
such as mentoring relationships with faculty or peer leaders as role models. Furthermore
it is stated in the research (ibid.) that studies show that the process gaining a positive
perspective can occur effectively online or as an exercise out of class, in one-on-one conversations or in small group discussions. In accordance to the importance of pedagogical
practice from faculty towards students, a study (Evalueringsinstitut, 2019) states that
the the teacher is essential for students to experience being in a safe learning space, and
that the use of different forms of feedback can counteract students’ experience of performance pressure. Yet another research supports the importance of the teaching role,
stating that teaching presence is highly important because responses from instructors are
critical to students’ learning and moreover a factor which contributes to the students’
course satisfaction (Sun, Chen, 2016). A study using a qualitative approach (Sun, Chen,
2016) states that online instructors identifies the need to engage their students. They
also note, that being flexible is an important element for effective online teaching. In
accordance to this, one research (Boling et al., 2012) states that from the instructors’
perspective, accessibility seemes to be a core component of their pedagogy, and some
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made themselves available through email, web-forums, and even telephone (ibid.).
3.0.3
Social Aspect and the Sense of Community
The social aspect is in this review covering discussions on the aspects of making students
feel as a part of a social learning community.
A study (Schreiner, 2010) describes, that thriving is incomplete without relationships.
They state, that in their interviews with students, all of them reported that they would
not consider themselves to be thriving unless they had meaningful connections with other
people. It is described as there being two aspects of interpersonal thriving. The first
being the social connections themselves, such as having friends, having people who listen,
and experiencing a sense of community. The second component is described as diverse
citizenship, which is a complex combination of an openness and the valuing of differences.
Another study (Boling et al., 2012, p. 121) states that building a community of learners
where students cooperate and learn together is a very powerful motivator for extended
learning. One student in the research states: “I really wanted to feel a connection. I really
wanted to feel like I was part of the school even though I was taking the classes online.
I really, really wanted to feel like I was a student and not just somebody sitting in her
home somewhere.” Another discussed theme in the research (ibid.) is disconnection. The
feeling of disconnection between the students and teachers and online teachers and faculty.
When participants to the research experience the sense of disconnect, they describe their
online experience as being less enjoyable, more frustrating and less helpful than for those
who make personal connections through their courses.
3.1
Survey Review
This is a review on a recent survey (eVidenCenter, Dea, 2020) conducted by eVidenCenter
and DEA, which has received responses from more than 12,000 students and almost 1,900
teachers in secondary education in Denmark.
The studied survey (eVidenCenter, Dea, 2020) provides a solid insight into how students
in both secondary and vocational schools are affected by the current emergency education.
An insight that is crucial to follow up on, not least now that the decommissioning of large
parts of this particular area has been extended due to COVID-19. It can be seen that
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distanced learning affects many of the students. They are less motivated, find that they
learn less, receive less guidance and feedback and generally thrive worse. If we look at
the students’ wishes for teaching, there is a clear tendency for students to want more
dialogue and cooperation.
A teacher (eVidenCenter, Dea, 2020) describes the very rapid transition from classroom
to virtual teaching as being tough. Overall it is described, that the main shortcoming
was that teachers only gave written assignments at the beginning, thereby overburdening
students. The oral part of teaching and communication was not a focus until later on.
The survey proves a positive connection between the students perception of own mood
and their learning outcome. At the same time, the online teaching sessions have in the
survey been described as more monotonous and less rewarding to students.
Besides the above, the survey (eVidenCenter, Dea, 2020) underlines the enormous task
that teachers have faced. They also experience increased work pressures. At the same
time, the survey demonstrates a great deal of creativity in the way which teachers have
carried out the online teaching. This is reason for optimism, and it is therefore important
to turn that optimism into a wider debate about how teachers and school leaders can
deliver the best possible online education as long as it continues - and how they can
prepare as best as possible for any similar situation in the future.
3.2
Conclusion
In the above reviews of literature, it can be seen that the different focus areas are supported by literature in the field of student thriving and online teaching. Some studies
(Tallent-Runnels et al., 2006) mention a need for a more sophisticated approach than
merely moving text-based courses to the internet, it furthermore states that very few areas of inquiry about online courses are supported by multiple studies. It is also mentions
that quite few universities have written guidelines or policies for online courses. It can be
seen, that there has earlier been a focus on implementing the online teaching in a more
technological sense. This is also underlined in the survey review, as one teacher states
(eVidencenter, DEA, 2020) that the main shortcoming was that teachers only gave written assignments at the beginning, thereby overburdening students. This is supporting
the purpose of this research in focusing on the improvement of student thriving through
online education.
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4
Methodology
One of the findings (eVidenCenter, Dea, 2020), which started of the curiosity for this
research was the perceptible change in student thriving in school auspice during COVID19. Students were in general thriving worse in online teaching, than they had been
through conventional teaching. This motivated further research on the topic of mental
health in online education and was incentive to the research focus of student thriving in
online education.
4.1
Sources of Data
The search for literature is done in several stages. First and foremost, previous findings
in literature is searched for on electronic databases. In order to do a topic supported
search for literature, search descriptors related to the topic are used. The search path
includes:
Each relevant article is skimmed for additional literature on the topic. In total 10 articles
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are read based on abstract and title relevance and 4 are discarded after a closer read. The
discarding is based on the focus of teaching being fully online and student thriving being
observed from an academic and social aspect in school auspices only. Thus excluding
articles hybrid teaching and students with special challenges.
The chosen articles are chosen based on citations and relevance on the field. The mixedmethod survey (eVidenCenter, Dea, 2020) was chosen based on current relevance of implementation of change during COVID-19. The articles of Schreiner (2010) and Evalueringsinstitut (2019) are chosen based on supporting the understanding of student thriving
in order to conduct interviews. The other article are mainly reviews, and are chosen
based on the covering of the field of online teaching.
After retrieving and reading the relevant articles, interviews (Appendix A) are conducted
with one students and one teacher and student counsellor from one of the surveyed
secondary educations in Copenhagen, which discovered a lowering in student thriving
through online teaching. This is done in order perform comparative exploration on
whether the different discussed themes from the articles are implemented in the online
teaching and counselling at that exact school.
The interviews (Appendix A) are also analysed through the use of change managerial
models and theory, more specifically Maslow’s hierarchy of needs, with a focus on psychological needs in student thriving and the star model, in order to provide specific
recommendations for implementation of online teaching with a focus on student thriving.
Afterwards a qualitative discussion of newly retrieved information and background literature is conducted in order to provide recommendations on the implementation of online
teaching with a focus on student thriving. In the end a conclusion and a limitation on
the study is included.
5
5.1
Findings
Analysis of New Knowledge
In this section, an analysis of newly obtained knowledge through interviews (Appendix
A) on the study is performed. As described in the purpose, the analysis is built on two
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theories from the course of Human Factors an Implementation Management. This being
Maslow’s hierarchy of needs (Lester et al., 1983) with a focus on psychological needs in
student thriving and the use of the star model (Galbraith, 1989), in order to analyse the
implementation of online teaching with a focus on student thriving.
5.1.1
Maslow’s Hierarchy of Needs on Student Thriving
As this research is investigating thriving amongst general functioning students in school
auspice, the more important needs to this research are not considered located at the
bottom of Maslow’s hierarchy (Lester et al., 1983). As people progress up the pyramid,
needs become increasingly psychological and social. Needs as belonging, esteem and selfactualisation take the priority of this qualitative social analysis. Looking at the social
aspect and the sense of community, the sense of belonging and esteem is decoded as
essential in this research. In accordance to looking at student thriving in an academic an
pedagogical matter, the importance of self-actualisation, which is a process of growing as
a person in order to achieve individual potential, is emphasised (Lester et al., 1983).
The social needs include such things as acceptance and belonging. At the social level,
the need for emotional relationships plays a role in human behaviour. In the student
interview, a student tells, that there has been more group division in class, during the
senior year of high school, this already previous to COVID-19, leading to a higher school
absence.
"My absence was actually so high, that I had to have a conversation with the
student office. I had lost the desire to go to school, because I didn’t feel like
part of the class anyway."
Personal relationships with friends also play an important role in the social needs, as well
as involvement in other social groups. In the student interview, it is stated, that during
COVID-19, many of the "cool" things about the senior year disappeared in general, as
well as the social connectedness.
Participation in professional activities and academic accomplishments play an important
role in fulfilling the esteem needs. Looking at the need for esteem, the students need to feel
valued and by others and the feeling that they are making a contribution is of importance
(Lester et al., 1983). One of the statements from the student interview contradicting this
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is the feeling, that it is easy to be absent during teaching, because you are not really
noticed in the session anyway. The student proclaims: "I felt like I could get away with
anything, even skipping school. In the end, it probably made me more demotivated than
anything else."
Looking into the need of self-actualisation, this refers to the need to achieve ones full
potential. In the student interview, it becomes quite clear that the teachers play an
important role in order for the student to feel motivated to achieve goals and potential.
The interviewed student states that the teachers are clearly the ones who can help increase professional well-being and motivation. In regards to this topic, the student also
describes some frustration towards teaching during COVID-19, when trying to reach a
higher education potential:
"I myself experienced a great deal of frustration in some of my subjects if the
teacher did not seem engaged in teaching, when in fact one made an effort to
learn something."
Speaking to the teacher and student counsellor, it is in some ways clear that the focus is
shifted from the pursuit of thriving to management of surviving in school, as it is noted
that conversations with students regarding alignment of expectations and goal fulfilment
are exercised to a much lesser extent during COVID-19.
5.1.2
Organisational View on Online Teaching
The organisational view focuses on the aspects of online teaching, which are not supported
sufficiently. The focus is especially on the star model and in accordance to the change
in processes, which have gone from being face-to-face to being online. Other important
factors to look at in this research is the rewards of being an online teacher in a new
technological environment and the general people competences that this requires.
Looking at the interviewed school in general, the structure of the school as an organisation
is described as being flat. The people working there are ambitious value creators most
of them with a high degree, who find motivation in the good social environment, the
competent knowledge sharing, strong student-teacher relationships and the occasional
bonuses, which are provided. Overall, the strategic goal of the school is to educate young
people to be as skilled as possible, with KPIs covering an average of grades of 8.5, a
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certain score on the evaluation of student thriving, that 80% percent of the students take
on higher education and that the score of professional lifting ability in the subjects are
not significantly negative. Zooming in on the processes in the organisation, they mainly
consist of knowledge sharing, teaching, projects, problem solving and providing feedback,
of which they are all mostly done face-to-face.
Taking a closer look at the change of processes from being face-to-face to being online,
the teacher interview states a shift in focus from being both about student thriving
and teaching outcome to mainly focusing on making the teaching work in an online
environment. The teacher states that it took the faculty a while to get started properly
with the entire online teaching process, and that it therefore took time for contact teachers
to get an overview of how teaching actually progressed, which therefore delayed reports
on students who might need help. The teacher also states, that: "Initially, the virtual
filled more for teachers than the individual student, as there was no proper overview of
how the teaching should be run online."
The lack of information on the educational transition seems to be one of the main issues in
the implementation of the change, as the teacher states that the least of the problems was
getting things up and running, since both faculty and students had been introduced to
Microsoft Teams a year in advance. It is mostly the fact that no one has earlier provided
their teaching exclusively online, which makes the transition hard. There is therefore no
guide on how to structure it and not sufficient knowledge on what teaching methods were
good to use. As the teacher states:
"It was more the general role of being an online teacher that people suddenly
felt alien in."
One of the main processes and rewards when working at the school prior to COVID-19,
is the knowledge sharing between faculty members. As the teacher states, it took some
time to re-implement knowledge sharing amongst teachers in the beginning in relation to
everything having to be done online. Only now, almost four months after the COVID-19
pandemic, they have started to evaluate this:
"Between the teachers, we have now created a platform to share your online
teaching, helping each other with good discussion methods, group exercises
and ways to create interactive slides."
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Another main feature in the processes is the supply of feedback, which supports the rewarding relationship between student and teacher. According to this matter, the teacher
states that there are not clear enough guidelines for motivational conversations and feedback culture online, so it is far from everyone who pays attention to how to run this
when one can suddenly not do that face-to-face. Speaking of the face-to-face interaction
between teacher and student, the teacher also informs, that it has become a requirement
during COVID-19 for all students to be visible on camera during teaching. In regards to
this, the following confession is made: "I must honestly say that I do not always enforce
it. I’ve had too much pity for some students saying they do not feel comfortable with it."
5.2
Discussion and Results
This discussion is based on a comparison of the found literature on the field of student
thriving in online teaching and the discovered issues from newly retrieved information
through qualitative and analytical methods of the conducted interviews.
When looking at the student thriving in online education one of the main aspects of
importance is the teacher-student relationship. One of the things found problematic in
this context is the lack of connection between teacher and student. As the student states
in the interview one of the bad things about online teaching was, that it felt like one was
not seen, and therefore could get away with anything, even skipping school. The role
of this is supported by a research (Boling et al., 2012) stating, that when people sense
a disconnection, they describe their experience as being less enjoyable, less helpful and
more frustrating than for those who make personal connections in their courses. This
was also a clear point in the examined survey (evidenCenter, DEA, 2020), where it can
be seen that distanced learning affects many of the students. They are less motivated,
find that they learn less, receive less guidance and feedback and generally thrive worse.
Looking at the students’ wishes for teaching, there is a clear tendency for students to
want more dialogue and cooperation. In the interview with the teacher and student
counsellor, it is also stated, that in the beginning of COVID-19, the virtual aspect on
online teaching filled more than the individual student, as there was no proper overview
of how the teaching should be run online.
The above insinuates one of the main issues found in this study, being the lack of the
teachers overview of the individual students thriving in online teaching. During the
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interview with the teacher and student counsellor, it is also noted that conversations with
students regarding alignment of expectations and goal fulfilment are exercised to a much
lesser extent during COVID-19, than it was before. The importance of the teaching role
in accordance to feedback and conversation is supported in a research (Sun, Chen, 2016)
stating that teaching presence is highly important because feedback and responses from
instructors were critical to students’ learning and moreover a factor which contributed
to the students’ satisfaction with the course. The interviewed teacher from the surveyed
school state, that there are not clear enough guidelines for motivational conversations
and feedback culture online. This underlines another issue of importance in the feedback
culture in online education, since this is proven to be important.
In the context of sense of disconnect, not only the student-teacher relationship is impacted, the teachers and other faculty also sense the disconnection. As can be taken
from the interview with the teacher and student counsellor, where it was described that
the teachers felt alien in the role of being an online teacher. The teaching suddenly required brand new competences from the teachers, as to supporting the academic learning
online. As it was stated in the interview the lack of information on the educational transition seemed to be one of the main issues in implementing the change. One of the rewards
of being a teacher prior to COVID-19, was the competent knowledge sharing between
faculty members, but as this took some time to implement on one of the interviewed
schools (red. four months), the teaching was not sufficiently supported and organised in
order for the teachers to focus on the students. The importance of organised implementation of teaching is supported in a research (Evalueringsinstitut, 2019) stating that the
literature in their research points out that the way in which teaching is organised and
implemented is of great importance for the well-being of the students. Another research
(Tallent-Runnels et al., 2006) also supported that students’ learning in the online environment is affected by the quality of the online instruction. Furthermore they conclude
that institutional aspects of their studies show that quite few universities have written
guidelines or policies for online courses. This last being in consensus with the interviewed
teachers statement that there is a lack of clear guidelines and knowledge sharing. With
the lack of structure found in the newly implemented online teaching during COVID19, another issue has appeared. In the conducted survey (eVidenCenter, DEA, 2020) a
positive connection between the students perception of their own mood and the learning
outcome is shown. Yet the online teaching sessions are described as more monotonous
and less rewarding, this according to both students and teachers.
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6
Recommendations on Implementation
As described earlier in this research, the focus area for analysis of change implementation
are the ones who are found not to be supported sufficiently. The focus is on the star model
in accordance to misalignment in processes, which have gone from being face-to-face to
being online. Other important factors to look at when recommending is misalignment
in the rewards of being an online teacher in a new technological environment and in the
general people competences that this requires.
As the rewarding actions of being a teacher, such as competent knowledge sharing is
partially effaced through the change in switching to online teaching, more clear guidelines
and structures are recommended as an implementation from top management in order
for the teachers to conduct proper online teaching, without feeling left alone. As it is
stated, the interviewed school has now, four months after the beginning of COVID-19,
began to elaborate on knowledge sharing. The recommendation on this in the future is to
emphasise this more, as the knowledge sharing is both rewarding to teachers and can help
them further on in their relations to the students, if the structuring of online teaching
is less demanding to the individual teacher. Implementation of guidelines on feedback
and motivational conversations are also recommended, as this can support the teachers
overview of class and the individual students thriving. These implementations can in the
long run strengthen the connection between the teacher and the students and help the
teacher establish a better online teaching structure in order to secure a better studentstudent relationship and a better sense of community. It is furthermore important to
mention the recommendation of continuing education of the teachers and faculty in order
to obtain more knowledge on rewarding online teaching, as the biggest issue was not in
implementing the sufficient IT but establishing a good and more solid connection between
people in school auspice, while being distanced.
Another important recommendation is for top management to conduct more surveys on
student thriving in the academic environment of online teaching, in order to zoom in
on which online teaching methods are more rewarding to the students. This would too
support the KPIs of the interviewed school, with the focus on student thriving and a
high level average of grades, as well as students wanting to proceed on to taking a higher
education.
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7
Conclusion
Throughout this research, it is concluded, that secondary educational student thriving
in online education, is a subject which needs more attention. Literature as well as newly
conducted interviews stated a need for more support and guidelines in how to structure
the online teaching in order to secure a higher level of student thriving. Overburdening of
the students and a lack of individual overview from faculty has been the main issues found
in this study. This therefore calls for better implementation of the online teaching as a
whole. With the focus of this report being student thriving in online education, the most
pressuring recommendations on implementation of a well supported online education is
the need for more knowledge sharing between faculty on the subject of rewarding online
teaching and feedback culture. There is a need for clear guidelines and structure from top
management in order for the teachers to support student thriving and motivate better
interpersonal as well as intrapersonal relations in the classroom culture.
7.1
Limitations and Further Reflections
In order to elaborate more on this study, there would need to be more focus on the
sharing of experiences of different online teaching methods. Another limitation to this
study is the timeline and context, as the used literature is based on studies which date
from 2020 and back to 2006. The focus on some articles is based on college students,
which in further studies calls for more focus on the secondary education area, as these
are the students with more needs for close relationships, as they are not as self supported
in the education process.
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References
[1] Anna Sun, X. C. Online Education and Its Effective Practice: A Research Review.
Journal of Information Technology Education: Research vol. 15 33 (2016), 157–190.
[2] D. Lester, J. Hvezda, S. S. R. P. Maslow’s hierarchy of needs and psychological
health (1983). 83–85.
[3] E.C. Boling, M. Hough, H. K. H. S. M. S. Cutting the distance in distance
education: Perspectives on what promotes positive online learning experiences. The
Internet and Higher Education Volume 15, Issue 2, Elsevier Inc. 9 (2012), 118–126.
[4] Evalueringsinstitut, D. Elevtrivsel på de gymnasiale uddannelser (Danish). Published by Rosendahls 71 (2019), 1–71.
[5] eVidenCenter, and DEA. Fjernundervisningstemperatur.dk - En rundspørge
blandt elever og lærere på ungdomsuddannelser om erfaringer med fjernundervisning
under coronanedlukningen (Danish) (2020). 1–139.
[6] eVidenCenter, and DEA. Fjernundervisningstemperatur.dk - Webinar on the
survey (Danish) (2020).
[7] Galbraith, J. R. The Star Model (1989). 1–6.
[8] Mary K. Tallent-Runnels, Julie A. Thomas, W. Y. L. S. C. T. C. A.
Teaching Courses Online: A Review of the Research. Published in Review of Educational Research 76:1 42 (2006), 93–135.
[9] Schreiner, L. A. The "Triving Quotient" - A new vision for student success. Wiley
Preiodicals, Inc. 8 (2010), 2–10.
8
Appendices
Note: Appendix A includes both interviews with student, teacher and student counsellor.
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Appendix A - Interviews
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42373 Human Factors and Implementation Mangement
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