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- Vol 7 RE: App C
remote craft pedagogyembodied learningmaterial accessdigital documentationteacher feedbackpeer interactionhands-on activityemergency remote teachingJournal article Evidence summaryAt a glance
Kouhia, Kangas, and Kokko analyse Finnish craft educators’ experiences during emergency remote teaching in 2020. Data came from groupwork documents produced in two webinars involving educators across basic, vocational, higher, liberal adult, and arts education, and were examined through qualitative content analysis.
Key ideas
Remote craft pedagogy created opportunities to connect making with homes, families, everyday materials, local environments, and digital documentation. Teachers developed demonstrations, individual feedback, flexible assignments, and practices that could remain useful beyond the pandemic. Substantial difficulties arose from unequal access to tools and materials, safety concerns, limited technical and social resources, and the challenge of teaching embodied material skills at a distance. Interaction became more teacher-centred and task-oriented; one-to-one support could increase, while spontaneous peer exchange, shared making, and awareness of students’ processes were harder to sustain.
Why it matters
The study captures educator reports from an exceptional period rather than comparative learning outcomes. Its practical lesson is that remote craft education must design explicitly for material access, safety, demonstration, feedback, peer interaction, and the productive intersection of digital and hands-on activity.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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