The many challenges faced by instructors in distance education have been extensively documented in current literature. Nevertheless, the relative importance of such challenges has not been researched to the same extent. As instructors and institutions face limitations in terms of time and budget, the ability to effectively prioritise challenges becomes increasingly vital. This paper aims to investigate the relative importance of various distance education challenges to instructors. For this purpose, a ranking-type Delphi study of 90 instructors was conducted at a Swedish higher education institution of technology. In total 26 unique challenges were identified, out of which the top 13 challenges were further ranked by instructors. The ranking revealed that pedagogical challenges were regarded as being of highest relative importance, whereas technological and organisational challenges were of lesser significance. Instructors rated the following challenges as the most significant: lack of student responsiveness, diminished collaboration due to social distancing among students, substantial upfront course design investments by instructors, and limitations in instructor accessibility. These rankings were found to be largely consistent across different instructor characteristics. The findings of the study indicate the importance of investing in faculty training and support functions within higher education institutions to ensure the quality of distance education.

With the rise of Generative AI and Large Language Models I wanted to see

if these tools could be used to give students valuable feedback without taking

away teacher time.

When learning programming students need to learn a lot of different concepts and constructs which normally goes quite easily with a lot of training and repetition. As a teacher I have experienced that students despite knowing the concepts struggle with integrating them into larger programs. In Web-applications for mobile devices given to first-year web programming students I introduced a new concept of Cozy-Coding to show how experienced programmers solve problems and integrate known concepts into larger applications. 

UPAR is a method used for designing and structuring course content into repetitive course chunks. The method or adaptations of the method is currently used in both campus and hybrid courses. The UPAR-method has evolved as the primary method for structuring course content into weekly chunks in the web programming education cluster. The method provides a clear and recognisable structure throughout programs and in the individual courses.

When teaching programming we focus on for-loops, if-statements and execution times of the implemented algorithms. These aspects are all important parts of becoming a good programmer, but in the students future occupation all of this need to be applied within a team setting (Faja, 2011). An important and critical component of team activities is knowledge sharing within the team.