"Man behöver ju kommunicera på andra sätt, och då är det väldigt smidigt att kunna göra det centralt på en lärplattform" : Komvuxlärares upplevelse av digitala lärplattformar

Sammanfattning: As a result of the ongoing worldwide pandemic of coronavirus disease the Swedish colleges, adult schools and high schools closed and switched to distance education. Beside the pandemic a report from the Teachers' Union was published in which it was found that many teachers are dissatisfied with the learning management systems used. The digitization of the school thus became a highly relevant area during this time. The purpose of this essay is to investigate the municipal adult education teacher's experience and use of learning management systems and thereby highlight what they see for challenges and opportunities with the learning management systems and if it has an impact on the actual usage. This paper is expected to respond to how teachers in Swedish municipal adult education feel that it is to work with learning management systems. To answer the question, a qualitative starting point is used, where semi-structured interviews have been used. In this study, the theoretical model UTAUT is used to analyze the result. The four constructs from UTAUT are used to categorize and identify the teachers' experiences, to better answer our research question. Ten municipal adult education teachers from four different schools in Västra Götaland, Sweden participated in the study. In the study, we could see that the most common area of use for the learning management system seems to be to communicate and to make materials accessible to students between classes. In addition, we could see that the teachers felt that their level of technical experience were somewhere between medium and high, all had some type of education and training in how to use learning platforms, however, more teachers described that there was a need for more education among colleagues. Advantages of learning management systems that most teachers described were increased efficiency, communication and accessibility, disadvantages that teachers described were legal security, integration, compliance with law and feedback. In general, the teachers seem more positively attuned to the platforms than negative. From the UTAUT model, we could see that all factors affect the teacher's intention and the actual use of the platform positively, however, some parts of the effort expectancy can negatively affect the teacher's intention to use.