Fagskolen i Agder launched their online vocational training programs in the autumn of 2021, transitioning from traditional classroom settings to a fully online model. Eva Merethe Hornnes, the school’s e-learning coordinator, played a key role in this transformation, focusing on leveraging student data and feedback to manage the shift effectively. In June 2021, Hornnes met with itslearning pedagogue Beathe Kathrine Moe in the itslearning podcast Skoletid to discuss the process and success. This case study was written based on that conversation.
The Challenge
Transitioning from traditional, in-person education to a fully online vocational training model at Fagskolen i Agder posed significant challenges. The shift required a new pedagogical model and an overhaul of teaching methods and course delivery. Faculty had to be trained extensively on the Vestfold model, a pedagogical framework for online teaching, while new digital course materials had to be developed from scratch. Another key challenge was maintaining student engagement in a remote learning environment. Innovative solutions were needed to foster collaboration and sustain a sense of community, as students no longer had the benefit of face-to-face interactions.
The Process
Fagskolen i Agder initially adopted the Vestfold model, a pedagogical framework designed for online education. All instructors were trained in this model, and course plans were based on its principles. However, after one year of experience and adjustments, the school developed its own approach, now referred to as the FIA model (Fagskolen i Agder model). The FIA model emphasised continuous adaptation and learning, informed by student data and internal reflection.
Flipped classroom techniques: A key aspect of the FIA model was its use of flipped classroom techniques. The courses had weekly live online sessions, which were complemented by preparatory materials such as videos, podcasts, quizzes, and readings, all made available for the students in itslearning at least a week before the live session. The itslearning LMS offered an organised way to manage all learning materials, making it easy for students to find everything they needed. Teachers could plan, create, reuse, and collaborate on teaching material all within the platform, and the Zoom integration ensured seamless online teaching. Having everything consolidated in one location with a single login simplified the teaching and learning experience for both students and teachers.
After each session, students completed learning notes and reflection questions. These tasks helped them internalise the material and reflect on their learning strategies. Teachers provided tailored feedback through itslearning, guiding students who needed extra support and offering suggestions for further study.
Through the reporting function in itslearning, both teachers and students could monitor progress. Hornnes provided monthly updates to students on their learning development, facilitating meaningful conversations about adjustments and learning goals.
Building a Collaborative Learning Community : To foster collaboration, Fagskolen i Agder created fixed learning groups based on factors such as students’ geographical location and professional background. These groups met in Zoom Breakout Rooms during live sessions and had their own Project space in itslearning, where they could share resources, lecture notes, and collaborate on assignments. Students were encouraged to open a document in their Project room to take notes together from lessons and discussions in the Breakout Rooms. This created a resource bank, allowing students who missed a session due to work or other obligations to catch up on what their group discussed.
Fagskolen i Agder also focused on creating a strong sense of community among students. Before the first session, students were invited to participate in discussion groups within itslearning to introduce themselves. This initial activity familiarised students with the platform and helped build rapport. Discussions evolved from casual topics, like favourite foods, to more academic conversations, making students comfortable with sharing and asking questions. Teachers observed the benefits of using discussion forums linked to specific assignments. Initially, students hesitated to ask questions publicly, but over time, they began supporting one another. Teachers encouraged this peer-to-peer learning by refraining from immediately responding, allowing students to take the lead in answering questions.
The Result
A data driven approach:
Using student data and feedback to create a pedagogical model for online teaching.
Through the first year of their online education program, Fagskolen i Agder not only adapted to the challenges of online learning but also evolved their teaching model significantly. With support from DIKU (Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education), the school developed a dedicated training course for instructors in the FIA model. This course would help both new and established teachers refine their online teaching skills, ensuring a consistently high standard of education.
As Hornnes reflected, this past year had been a period of tremendous professional growth. With more pedagogical discussions than ever before, the staff embraced a culture of openness and collaboration, constantly seeking to improve their teaching strategies based on student data, feedback, and pedagogical discussions.
Campus:
Grimstad
Focus:
Vocational
itslearning user:
Since 2020
Students:
650