The paper is based on ethnographic studies on IT-learning environment and multi-level analysis covering the course of an online program in nursing education, the e-pedagogical framework and the student¹s participation. In terms of methodology the challenge for the combined observation, interviews and material collection (Borgnakke 2010a,b) is to follow the on-line program in nursing education in full scale but also to follow the course in shift between on-line and offline activities. The challenge is further to shift between perspectives related to the group of teachers and to the students.

The online program in nursing has made the choice to clarify the special e-pedagogical approach and are using Gilly Salmon's ‘five-stage model of teaching and learning online’, where the emphasis is to motivate and enable students to interact with each other and teachers online (Salmon 2011). In the paper we will focus on how the developing of e-pedagogical activities relate to developing of learning strategies.

In empirical terms the paper will focus on the students process gaining competencies by working with different digitale media in the online period of time where the students both work with scholastic issues and experiences from the clinical praxis.

In theoretical terms the paper will elaborate on concepts of profession oriented learning and practice learning (Argyris, Schön 1978, Dreyfus, Dreyfus 1999, Lave, Wenger 2003), as well as elaborate on concepts of blended learning related to reflections on learning strategies (Dirckinck-Holmfeld 2002, Borgnakke 2012)

From an organizational perspective the empirical and theoretical framework means sharpening the e-pedagogical and professional profile. At the same time close up analysis will bring light to process of online learning seen from the student’s perspective. Following the online and offline activities in original time and practical setting, the analysis of the digital classroom followed by observations in the students home will show how the students creates their own strategies and a space for interaction, communication and learning.

The paper will give different spots on the ethnographic framework and hereby show how strategies for following online and offline activities have impact on the investigations of the e-pedagogical concept, the teacher team planning and feedback at the students learning practice.

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