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Qualitative, data-driven analysis shows remote teaching can connect students’ everyday life and families to craft learning, but material and resource inequalities and technical and social constraints persist. Remote delivery tends to be more teacher- and task-centered, offering individualized feedback while complicating peer interaction, yet teachers developed usable practices beyond the Covid-19 era.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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affect interaction compared with classroom interaction?",{"text":72,"@type":64},"Remote teaching is described as more teacher-centered and task-oriented, enabling more individual feedback but making it difficult to maintain students’ peer interaction.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},598281,1792188539,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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Opportunities, Challenges, and Interaction  \nAnna Kouhia*1, Kaiju Kangas2 and Sirpa Kokko2  \n• The Covid-19 pandemic caused many sudden social changes, including a shift to remote education in many countries. In Finland, remote education also concerns crafts as a standard school subject, combining aspects of art, design, textile, and technology in basic education. Accordingly, Finnish craft teachers faced the unprecedented situation of teaching remotely a subject, which often involves hands-on activities with tangible tools and materials. The present study explores how craft pedagogy has been adapted to remote education by looking at the opportunities and challengesit faces and the effects on classroom interaction. The data consist of the output of two webinars (i.e. 27 group assignments from 123 participants) organised in the autumn of 2020 and targeted at craft teachers and student craft teachers at various levels of the education system. The qualitative, data-driven content analysis reveals that remote teaching provides beneficial opportunities for involving students’ everyday lives and families in craft education. However, challenges exist relating to the unequal distribution of materials, as well as technical and social resources at different levels of education and in various contexts. Our study also finds that remote teaching is more teacher-centred and task-oriented than classroom interaction. Online teaching facilities allow teachers to provide students with more individual feedback but make maintaining students’ peer interaction difficult. Although remote craft education was considered very challenging at first, teachers have managed to create useful pedagogical practices to be utilised in and beyond the era of the Covid-19 pandemic.  \nKeywords: crafts, craft education, remote pedagogy, distance learning, pandemic pedagogy  \n1 *Corresponding Author. Faculty of Educational Sciences, University of Helsinki, Finland; [anna.kouhia@helsinki.fi](anna.kouhia@helsinki.fi).  \n2 Faculty of Educational Sciences, University of Helsinki, Finland.  \nUčinki pandemičnega izobraževanja na daljavo naobrtno pedagogiko: priložnosti, izzivi in interakcija  \nAnna Kouhia, Kaiju Kangas in Sirpa Kokko  \n• Pandemija covida-19 je v veliko državah povzročila številne nenadnedružbene spremembe, med drugim tudi prehod na izobraževanje na daljavo. Na Finskem se izobraževanje na daljavo nanaša tudi na obrt kot na navaden šolski predmet, ki v osnovnem izobraževanju združuje vidike umetnosti, oblikovanja, tekstila in tehnologije. Skladno s tem so se finski učitelji obrti spoprijeli s situacijo poučevanja na daljavo brez primerov, ki pogosto vključujejo praktične dejavnosti z otipljivimi orodji in materiali. Ta raziskava preučuje, kako se je obrtna pedagogika prilagodilaizobraževanju na daljavo, pri čemer obravnava priložnosti in izzive, skaterimi se spoprijema, in učinke na interakcijo v razredu. Podatki sosestavljeni iz rezultatov dveh spletnih seminarjev (tj. 27 skupinskih nalog 123 udeležencev), ki sta bila organizirana jeseni 2020 ter namenjena učiteljem in študentom obrti na različnih ravneh izobraževalnega sistema. Kvalitativna vsebinska analiza, ki temelji na podatkih, razkriva, da poučevanje na daljavo zagotavlja koristne priložnosti za vključevanje vsakdanjega življenja učencev in njihovih družin v obrtno izobraževanje. Ostajajo pa izzivi, povezani z neenakomerno porazdelitvijo gradiv ter tehničnih in socialnih virov na različnih ravneh izobraževanja in vrazličnih kontekstih. Naša raziskava tudi ugotavlja, da je poučevanje nadaljavo bolj osredinjeno na učitelja in nalogo kot interakcija v razredu. Spletni učni pripomočki učiteljem omogočajo, da učencem zagotovijoveč individualnih povratnih informacij, vendar otežujejo vzdrževanje medsebojne interakcije učencev. Čeprav se je zdelo poučevanje obrtina daljavo najprej zelo zahtevno, je učiteljem uspelo ustvar","cbCaijwqRm8DbtSQ","https://ap.wps.com/l/cbCaijwqRm8DbtSQ","pdf",275488,25,"English","# Introduction\n## Research focus and definitions\n## Study aim and context","[{\"question\":\"What change did the Covid-19 pandemic trigger for craft education?\",\"answer\":\"The pandemic led many countries to shift to remote education, and in Finland this included crafts as a standard school subject that typically involves hands-on tools and materials.\"},{\"question\":\"What data support the study’s findings?\",\"answer\":\"The study uses outputs from two webinars organized in autumn 2020, covering 27 group assignments from 123 participants, targeting craft teachers and student craft teachers at different levels.\"},{\"question\":\"How does remote craft teaching affect interaction compared with classroom interaction?\",\"answer\":\"Remote teaching is described as more teacher-centered and task-oriented, enabling more individual feedback but making it difficult to maintain students’ peer interaction.\"}]","The Effects of Remote Pandemic Education on Crafts Pedagogy - Opportunities, Challenges, and Interaction | PDF",1792086636,63]