| 1. |
- Agbo, Friday Joseph, et al.
(författare)
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Co-design of mini games for learning computational thinking in an online environment
- 2021
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Ingår i: Education and Information Technologies. - : Springer. - 1360-2357 .- 1573-7608. ; 26:5, s. 5815-5849
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Tidskriftsartikel (refereegranskat)abstract
- Understanding the principles of computational thinking (CT), e.g., problem abstraction, decomposition, and recursion, is vital for computer science (CS) students. Unfortunately, these concepts can be difficult for novice students to understand. One way students can develop CT skills is to involve them in the design of an application to teach CT. This study focuses on co-designing mini games to support teaching and learning CT principles and concepts in an online environment. Online co-design (OCD) of mini games enhances students’ understanding of problem-solving through a rigorous process of designing contextual educational games to aid their own learning. Given the current COVID-19 pandemic, where face-to-face co-designing between researchers and stakeholders could be difficult, OCD is a suitable option. CS students in a Nigerian higher education institution were recruited to co-design mini games with researchers. Mixed research methods comprising qualitative and quantitative strategies were employed in this study. Findings show that the participants gained relevant knowledge, for example, how to (i) create game scenarios and game elements related to CT, (ii) connect contextual storyline to mini games, (iii) collaborate in a group to create contextual low-fidelity mini game prototypes, and (iv) peer review each other’s mini game concepts. In addition, students were motivated toward designing educational mini games in their future studies. This study also demonstrates how to conduct OCD with students, presents lesson learned, and provides recommendations based on the authors’ experience.
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| 2. |
- Agélii Genlott, Annika, 1968-, et al.
(författare)
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Disseminating digital innovation in school : leading second-order educational change
- 2019
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Ingår i: Education and Information Technologies. - : Springer. - 1360-2357 .- 1573-7608. ; 24:5, s. 3021-3039
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Tidskriftsartikel (refereegranskat)abstract
- Using digital technology effectively in schools requires profound changes in traditional teaching and learning activities. Pedagogical innovations often start small-scale and developing good ideas into shared practice across schools is challenging in many ways, especially if the innovation requires second-order change, i.e. challenges to fundamental beliefs about teaching and learning. This study investigates how a validated pedagogical method requiring integrated Information and Communication Technology (ICT) use and second-order change can be disseminated and sustained over time. We surveyed 92 primary school teachers who at different times over a 5-year period participated in a training course designed to implement an innovative technology-supported teaching method, Write To Learn, across an entire city. We found that organized teacher development programs can drive second-order change, but this requires considerable, active, and sustained effort from leaders at both school and district level. Additional factors include immediate and extended social systems and handling diversity among teachers. The results are useful for both practitioners and researchers since they contribute to a deeper understanding of the opportunities and challenges involved in disseminating effective ICT-based methods that requires profound changes of thinking about teaching and learning to guide the transformation of teaching practice.
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| 3. |
- Aghaee, Naghmeh
(författare)
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Finding potential problems in the thesis process in higher education : Analysis of e-mails to develop a support system
- 2015
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Ingår i: Education and Information Technologies. - : Springer Science and Business Media LLC. - 1360-2357 .- 1573-7608. ; 20:1, s. 21-36
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Tidskriftsartikel (refereegranskat)abstract
- Autonomous learning hype has created much speculation in educational systems regarding how to develop the learning process. Final project (thesis) in Bachelor’s and Master’s levels is a significant part of study for students in higher education. However, there are some problems, which lead students not managing to do or finish their thesis. As a part of a solution to these problems, the Department of Computer and Systems Sciences (DSV) at Stockholm University, Sweden, has established an information and communication platform, called SciPro. The system was initiated in 2011 to support students and supervisors during the thesis process courses. This study contributes by exploring problems that learners have faced during the final project courses and analyzing discussed issues in the emails, sent to the SciPro support group, ThesisSupport. A random sample of one hundred emails has been analyzed with the help of a content analysis tool, in order to develop the categories, which cover the discussed issues. The result of the study shows six exhaustive and mutually exclusive categories of problems: 1) Thesis initiation (26 %), 2) Info-mail (4.7 %), 3) Technical issues (17.1 %), 4) Exemption (18.7 %), 5) Supervision (17.1 %), 6) Final seminar (16.4 %). Consequently, based on the significance of the categories, two groups of strategic suggestions are developed: 1) developing communications and 2) developing instructions. These strategies intend to enhance support for the autonomous learning process for the thesis courses in higher education.
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| 4. |
- Bergdahl, Nina, et al.
(författare)
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Disengagement, engagement and digital skills in technology-enhanced learning
- 2020
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Ingår i: Education and Information Technologies. - : Springer Science and Business Media LLC. - 1360-2357 .- 1573-7608. ; 25:2, s. 957-983
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Tidskriftsartikel (refereegranskat)abstract
- With the digitalisation of education increasing, the relationship between student engagement in Technology-enhanced Learning (TEL) and digital skills has remained largely unexplored. There is a strong consensus that engagement is necessary for students to succeed in school. We hypothesised that students reporting high and low levels of general engagement display differences in terms of their engagement in TEL, and that students’ digital skills correlate with their engagement in and disengagement in TEL, which in turn is related to their learning outcomes. We used statistical tests to explore the relationship between the students’ (N = 410) general engagement and engagement in TEL, and investigated how digital skills were related to engagement and disengagement in TEL. We found significant correlations between students’ digital skills and engagement in TEL, showing that the possession of high levels of digital skill is related to engagement in TEL. Interestingly, digital skills were not related to disengagement. This suggests that students reporting both high and low levels of digital skills disengage to some extent when learning with technologies. We also identified variables reflecting both engagement and disengagement in TEL that predict student performance as measured via final grades, implying that in order to understand and support students who learn with technologies, a broader understanding of the factors influencing engagement and disengagement is key.
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| 5. |
- Bergdahl, Nina, et al.
(författare)
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Negotiating (dis-)engagement in K-12 blended learning
- 2022
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Ingår i: Education and Information Technologies. - : Springer Science and Business Media LLC. - 1360-2357 .- 1573-7608. ; 27:2, s. 2635-2660
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Tidskriftsartikel (refereegranskat)abstract
- It is well-recognised that engagement is critical for learning and school success. Engagement (and disengagement) are, however, also influenced by context. Thus, as digital technologies add complexity to the educational context, they influence classroom leadership, lesson designs and related practices, and thereby engagement. Despite being critical, engagement and disengagement are not well explored concerning these influences, with a lack of research undertaken within socially disadvantaged schools. In this qualitative study, 14 classroom observations were conducted, during five months, in twelve classes in an upper secondary school in Sweden, along with dialogues with teachers (n=12) and students (n=32). The data were analysed using thematic analysis and descriptive statistics. Identified themes include digital context, teacher leadership, engagement and disengagement. A network of relations between the (dis-)engagement compound and themes is presented. The results identified processes in which engagement shifted into disengagement and vice versa; in particular, that the intention of active learning does not automatically translate to active learning for all students, although teachers employed a higher work pace than did their students. Teacher self-efficacy and awareness of how to manage digital technologies in and outside the classroom was found to play a vital role in facilitating engagement. Understanding the (dis-)engagement compound in blended learning environments is key to inform active and visible learning for future research and supportive organisational structures.
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| 6. |
- Boström, Lena, 1960-, et al.
(författare)
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MethodViz : designing and evaluating an interactive learning tool for scientific methods – visual learning support and visualization of research process structure
- 2022
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Ingår i: Education and Information Technologies. - : Springer Science and Business Media LLC. - 1360-2357 .- 1573-7608. ; 27:9, s. 12793-12810
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Tidskriftsartikel (refereegranskat)abstract
- In this study, we focussed on designing and evaluating a learning tool for the research process in higher education. Mastering the research process seems to be a bottleneck within the academy. Therefore, there is a great need to offer students other ways to learn this skill in addition to books and lectures. The MethodViz tool supports ubiquitous aspects of the research process in their scientific works higher education students follow. Moreover, the tool facilitates and structures the process interactively. In this paper, we describe the creation process of the artefact and examine the characteristics and scope of MethodViz alongside the traits and ideas of design science research. The evaluation’s results are encouraging and show that MethodViz has the potential to improve students’ learning achievements.
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| 7. |
- Bylund, Anna, 1977-, et al.
(författare)
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Closer to the senses in post-pandemic teacher training – Reclaiming the body in online educational encounters
- 2023
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Ingår i: Education and Information Technologies. - : SPRINGER. - 1360-2357 .- 1573-7608.
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Tidskriftsartikel (refereegranskat)abstract
- This study qualitatively examines synchronous online encounters in Swedish teacher education, learning from the distance and hybrid mode triggered by the Covid-19 pandemic, conceptualized as emergency remote teaching. The separation of bodies in such online teacher education challenges participants’ sensory involvement and how they can be “present” to one another. The aim of this study is to scrutinize body-sensory dimensions of presence to enlighten online encounters in teacher training in circumstances of emergency remote teaching, as well as in contemporary and future online teacher education, generally. Online encounters were documented by video recordings during online seminars and lectures, and by diary entries and focus groups with eight teacher educators and their students. With inspiration from a posthumanist problematization of communication and post-qualitative methodology, the analytical process puts the concepts alterity and attunement to work with the data. Results show that online teaching encounters provides an altered body-sensory situation to which participants sensorily attune in different ways, bringing both positive, and troublesome affects. Different sensory attunements further involve exploiting some body-sensory dimensions (i.e. vision) when others are concealed. When performing teacher training of all levels through emergency remote teaching/online teacher education, awareness of how the material setting of online encounters affects the body and thus the didactic conditions for building meaningful relationships in the study environment, is important. Since the lived body has a key role in teachers’ professional becoming, the study suggests a critical, creative consideration of its full sensory, along with further, qualitative expansion of online teacher education.
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| 8. |
- Cederqvist, Anne-Marie, 1970
(författare)
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Designing and coding with BBC micro:bit to solve a real-world task – a challenging movement between contexts
- 2022
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Ingår i: Education and Information Technologies : Official Journal of the IFIP technical committee on Education. - New York, NY : Springer Science and Business Media LLC. - 1360-2357 .- 1573-7608. ; 27
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Tidskriftsartikel (refereegranskat)abstract
- Designing programmed technological solutions (PTS) with programming materials has become a way to contextualise educational content related to PTS and programming. However, studies show that pupils have difficulties conceptualising central phenomena involved in the process, which affects their ability to design PTS. In order to understand these difficulties, this study investigates pupils’ ways of experiencing the process of solving a real-world task with a programming material. The study takes its point of departure from a previous study that identified two central phenomena, the dual nature (structure and function) of PTS and the BBC micro:bit material, when pupils, aged 10 and 14, were designing a burglar alarm with the BBC micro:bit. The data was revisited with the aim of analysing pupils’ sequential discernment of critical aspects of the phenomena (i.e. aspects necessary to discern in order to understand phenomena), and how this affects how the design process unfolds. The results show that the movement from the real-world context toward the BBC micro:bit context is challenging. Pupils need to be able to connect conditions in the real-world context both to aspects of the dual nature of their PTS, and to aspects of the BBC micro:bit material that represent the dual nature. This suggests the importance of appreciating the BBC micro:bit context and the real-world context in relation to the dual nature of PTS, and of addressing the sequential stages of the process in which aspects of phenomena and their interrelations are emphasised, to help pupils see the PTS in the changing contexts.
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| 9. |
- Cederqvist, Anne-Marie
(författare)
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Pupils’ ways of understanding programmed technological solutions when analysing structure and function
- 2020
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Ingår i: Education and Information Technologies. - New York : Springer. - 1360-2357 .- 1573-7608. ; 25:2, s. 1039-1065
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Tidskriftsartikel (refereegranskat)abstract
- Designing programmed technological solutions (PTS) with programming materials has become a way to contextualise educational content related to PTS and programming. However, studies show that pupils have difficulties conceptualising central phenomena involved in the process, which affects their ability to design PTS. In order to understand these difficulties, this study investigates pupils’ ways of experiencing the process of solving a real-world task with a programming material. The study takes its point of departure from a previous study that identified two central phenomena, the dual nature (structure and function) of PTS and the BBC micro:bit material, when pupils, aged 10 and 14, were designing a burglar alarm with the BBC micro:bit. The data was revisited with the aim of analysing pupils’ sequential discernment of critical aspects of the phenomena (i.e. aspects necessary to discern in order to understand phenomena), and how this affects how the design process unfolds. The results show that the movement from the real-world context toward the BBC micro:bit context is challenging. Pupils need to be able to connect conditions in the real-world context both to aspects of the dual nature of their PTS, and to aspects of the BBC micro:bit material that represent the dual nature. This suggests the importance of appreciating the BBC micro:bit context and the real-world context in relation to the dual nature of PTS, and of addressing the sequential stages of the process in which aspects of phenomena and their interrelations are emphasised, to help pupils see the PTS in the changing contexts. © 2019, The Author(s).
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| 10. |
- Dahlström, Helene
(författare)
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Digital writing tools from the student perspective : Access, affordances, and agency
- 2019
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Ingår i: Education and Information Technologies. - : Springer Science and Business Media LLC. - 1360-2357 .- 1573-7608. ; 24:2, s. 1563-1581
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Tidskriftsartikel (refereegranskat)abstract
- Along with digital development, new possibilities for communicating have emerged. The younger generation has adopted these new possibilities to a great extent. In order to be able to utilise the opportunities offered by digital tools when writing, access to digital tools is essential. Schools need to develop a writing education that meets students’ contemporary writing needs. In considering this, it is important to learn more about the gains and the losses in digital writing. The purpose of this study was to understand and discuss the relation between students’ digital access, students’ per- ceived affordances with digital writing, and student agency. The methods used were a statistical survey and qualitative interviews. Six classes from five different schools located in a municipality in the middle of Sweden were chosen as an informant group. The results indicate that the most common condition concerning students’ digital access was that students shared digital tools for writing with their families. An analysis of affordances was carried out to interpret the empirical findings from the qualitative data. Affordances that emerged were: write-ability, edit-ability, story-telling ability and accessibility. In addition, the ways in which digital access and the affordances per- ceived can be related to student agency were analysed. The main conclusion was that given the conditions of digital access and opportunities to practice, the affordances of digital writing can increase student agency. In turn, this suggests that writing education that focuses on student agency can contribute to equity in writing activities.
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