Distance courses are today a common feature in the university's range of courses. There are distance courses in different subject areas such as the subject of music. There have been distance learning courses for a long time, although much of the teaching has temporarily changed due to the reorganization of teaching during covid 19. In distance learning, the didactic elements may be different than in campus teaching. In 1978, Bjørndal and Lieberg (1978) developed a didactic relationship model. The model consists of different didactic categories; student and teacher conditions, goals, frame factors, methods, content and assessment. These categories influence each other relationally in different ways depending on what choices the teacher makes. A central aspect is that the teaching should be seen as a wholeness because the decisions the teacher makes based on one category also affect the other categories. The model was made to be a support for teachers' planning and it had a great influence on Norwegian didactics (Hanken & Johansen, 2014). Today, the didactic relationship model is also used in Swedish teacher education. When the didactic relational model was developed in 1978, the technology that today enables digital distance education did not exist. According to the changed conditions, the purpose of this study is to investigate whether the definitions of the didactic categories, which are found in Hanken and Johansen (2014), change with distance education and based on Bjørndal and Lieberg's (1979) didactic relationship model analyze the relationships between the categories. The research questions are: How are the didactic categories defined on the basis of distance education? What are the relationships between the didactic categories in distance education? The study has been conducted as three pair interviews. The selection is goal-oriented (Bryman, 2002) and consists of university teachers who teach the subject of music in distance courses. The subject of music in this study consists of both musical-practical elements and theoretical elements. The analysis will be made on the basis of the didactic relationship model (Bjørndal & Lieberg, 1978) and Hanken and Johansen's (2014) definitions of the categories in the model. As support for the definition of frame factors, Sandberg's (1996) interpretation of the frame factor theory can be used. The study is ethically reviewed by the Ethics Committee Southeast, Sweden. The study is part of a development work within a university. The results of the study may be of interest to university teachers as well as other teachers who teach distance learning courses in the subject of music. The study could also make didactic choices and consequences visible to music education students.

References:Bryman, A. (2002). Samhällsvetenskapliga metoder. Malmö: Liber.Bjørndal, Bjarne. & Sigmund, Lieberg. (1978). Nye veier i didaktikken. Aschehoug, Oslo Hanken, I.M. & Johansen, G. (2014). Musikkundervisningens didaktikk. (2. utg.) Oslo: Cappelen Damm akademisk. Sandberg, Ralf. (1996). Musikundervisningens yttre villkor och inre liv: några variationer över ett läroplansteoretiskt tema. (Doktorsavhandling, Stockholm: Universitet, Stockholm). Hämtad från http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva- 97924