Lärande med digitala verktyg på publika kunskapsinstitutioner En litteraturstudie utifrån grounded theory

The purpose of the thesis is to provide an overview of how recent years of research describe learning with digital tools in public knowledge institutions. The overall research question is: How is learning with digital tools at public knowledge institutions described in current re-search? The study relates to a background in the fields of learning, learning in public knowledge institutions, learning with digital tools and learning with digital tools in public knowledge institutions. The study can, based on its methodology, be described as an inductive systematic literature review with a qualitative approach, conducted according to the Grounded Theory Literature Review Method (Wolfswinkel, Furtmueller & Wilderom, 2013). The material is covered by 43 journal articles which were coded and categorized. The most prominent concepts are presented and analyzed as the result of the study. The result consists partly of an overall categorization of the conditions of the studied learning situations, and the basic assumptions the articles are based on, and partly by an analysis of the articles’ descriptions of the learning situations. The analysis develops into a summarizing framework consisting of four descriptions of learning with digital tools at public knowledge institutions and a conclusion that this learning is described has as having strong links with the concepts of individual interactivity and social interaction. The relationship between these concepts is, however, described as both encouraging and opposing. As a proposal for further research, the thesis brings up different suggestions that further and more in depth investigates the roles of individual interactivity and social interaction in learning with digital tools in public knowledge institutions.