The task of Euneos was to investigate ODL limitations and barriers. As this was the main stepof the project research phase and for this reason, we formed a focus group of nine teachers tobe held both on-line and in person. Seven teachers were chosen from Vihti upper secondary,and two from other schools. The selection included teachers of different subjects and withdifferent ICT skills levels. Those two teachers who were not from Vihti school representedteachers with more experience of ODL.The main aim of the focus group was to single out barriers, limitations and negative aspects of ODL systems. The Vihti upper secondary school was chosen as the main target school of interviews, because the school represented a mainstream upper secondary school in Finlandwith about 550 students, and because it was possible to contact teachers also face-to-faceover there.
Fastwrite interviews in August 2008
The interviews were carried using fastwrite questionnaires especially designed for this purpose.They were put into practice in late August 2008, after the Finnish teachers came back toschools from their 10 weeks summer holidays to start the new school-year 2008-09. Theonline interviews were complemented with face-to-face and phone contacts.
Eight female teachers and one male teacher were interviewed. The age range of their studentswas from 16 to 19 years in 8 cases, and from 7 to 12 years in one case. The subjects includedEnglish (3), French (1), German (1), Swedish (1), chemistry (1), mathematics (1) and physicaleducation (1). Their experiences with educational ICT were for 0 – 1 year (2), 2 - 3 years (2),4 – 5 years(1), 6 – 7 years (2) and for 10 or more years (2).
General attitude: positive
Two teachers said that their attitude to eLearning was very positive, one said that her attitudewas neutral and six teachers described their attitudes as positive. Their use of the Internet wasfrom 0 to 1 hour a week in 6 cases, from 2 to 3 hours a week in one case and from 4 – 5 hoursa week in onecase. One of the interviewed was on her maternity leave, and had currently no lessons.
ODL not involved in curriculum
The eLearning was involved in the curriculum to a large extent only in the case of primaryeducation (7 – 12 years). The two teachers who had the longest experience of educational ICT