1. My teaching practice is based on traditional face-to-face classes. I have however
introduced more and more case-based group work with seminars and buzz groups. So
far I have not introduced online information and communication technologies (ICT) in
my teaching. Of course I use my computer for producing PowerPoint presentations,
documents and e-mail in association with teaching but I do not use digital tools for
online classes.
Technology controls the development of human evolution on earth, and so also the
development of pedagogy. Thus, the number of online courses at universities is
increasing. I can see many advantages with flexible distance online pedagogies, but to
choose the most appropriate tools it is important to acknowledge the different pros and
cons of different class formats.
One may assume that due to societal changes there will be a growing need for flexible
distance online learning (FDOL). In Figures 1-6 below I show what I think is the
drivers behind these changes including some learning and teaching approaches that
supports FDOL.
In my teaching practice at Karolinska Institutet I hope to be able to use Google Plus
for online group discussions and feedback to students. In continuous professional
development, Google Plus and blogs could be useful platforms for flexible distance
online courses in clinical chemistry.

2. Learner
Social
networks
WWW
The learner and the World Wide Web - the learner at
the core
Figure 1. Flexible distance online learning enables the migration to
learner-managed learning in higher education. In this context the learner
is at the core with high-level engagement – constructing knowledge.

3. Face-toface
FDOL
Supporting FDOL courses
Figure 2. All forms of course formats have strengths and weaknesses. Important pros of faceto-face classes are: a) most teacher s and learners are familiar with this format; b) It is a
collaborative environment where both instructors and learners get immediate feedback and
immediate responses to questions. Important pros of online classes are: a) convenience and
flexibility allow the learners to work their own schedule and from different locations; b) it
allows for transport-related environment-, cost- and time-savings.

4. Internet
Server 1
Fiber
Teacher
Server 2
Learner
Router
Computer
Smartphone
FDOL improving communication
Figure 3. Online classes may improve access and support and technical issues
can be addressed centrally by the facilitator or peers. Student easily review
material for example re-read discussions and comments on social networks
and re-watch videos.

5. WWW
Internet
browsers
Desktop computers and
laptops
Windows
Macintosh
Social
networks
Linux
OpenSolaris
Smartphones
Android
Windows Phone
iOS
Blackberry
Technical platforms for FDOL
Figure 4. It is technical platforms that make FDOL possible. The same platforms may
also cause problems. Both teacher and learners need a certain level of training to use
technology. There may also be technical problems and learners may have limited
access to computers, Internet and related required digital tools.

6. Smart
contact
lens
eReadder
PC
Smartphone
Social
network
WWW
The e-gear wheels of FDOL
Figure 5. New information and communication technologies will always
improve the possibilities for communication and social networking. How
will smart contact lenses and 3-D writers influence FDOL?

7. Specific
learning
activities
Teachercontrolled
DISC
Learner led
Openended or
strategic
learning
Locus of control and task specification
Figure 6. DISC: dialogue, involvement, support and control. Variation in the flavour of DISC
divides online learning into different paradigms. During the last decades the supply of Webbased courses has increased, and the open-ended and learner-managed sector is today
increasingly appearing in higher education. In this sector the learners are in control and
construct knowledge with their own activities.

8. This reflection was based on my own experience of different courses and on the
knowledge presented in the following articles:
Coomey, M. & Stephenson, J. (2001). Online learning: it is all about dialogue,
involvement, support and control - according to the research. Chapter 4 in
Stephenson, J.
(Ed), Teaching and Learning Online: Pedagogies for New Technologies, Kogan Page,
London.
Mahieu, R. & Wolming, S. (2013). Motives for lifelong learners to choose web-based
course.
European Journal of Open, Distance and E-Learning, 16(1): 1-10
University of Washington,
http://www.washington.edu/provost/files/2012/11/edtrends_Pros-ConsClassFormats.pdf (Downloaded 2014-02-24)