| 1. |
- Adalberon, E., et al.
(författare)
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Informal use of social media in higher education: A case study of Facebook groups
- 2017
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Ingår i: Nordic Journal of Digital Literacy. - : Scandinavian University Press / Universitetsforlaget AS. - 0809-6724 .- 1891-943X. ; 12:4, s. 114-128
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Tidskriftsartikel (refereegranskat)abstract
- Recent research in Norway reveals significant differences between how students and educators in higher education report using social media in the context of university activities. Students seem to use such media at their own initiative and largely outside the academic agenda. This study looks further into students? use of social media by means of a case study of four, student-initiated, Facebook groups created in connection with campus-based courses. The main function of such groups appears to lie in providing an arena for managing practical and social aspects of academic life and for asking for and disseminating information. Occasionally, academic contents are addressed by students asking for clarifications or initiating discussions.
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| 2. |
- Adalberon, Erik, et al.
(författare)
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Pre-service teachers’ experiences with a digital examination design: The inter-relation between continuity and change in an institutional context
- 2019
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Ingår i: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge. - : University of Oslo Library. - 1504-9922. ; 13:3
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Tidskriftsartikel (refereegranskat)abstract
- This article reports a study of a full-scale digital examination in a five-year master program of teacher education in Norway. The innovative design involves observing a video case based on an authentic classroom situation and analysing the case in light of educational theory and subject content knowledge. All parts of this format are to be solved on a computer with Internet access. The study is centred on the pre-service teachers’ experiences of this open-ended and unfamiliar testing format. More specifically, the intention has been to analyse (a) what kinds of preparations they engaged in; (b) how they solved tasks during the examination; (c) their reflections on this mode of examination. Interviews with 11 informants have been conducted, and the content is summarized in three selected cases, and finally across the interview sample. The results indicate that innovations like this are interpreted and approached against the background of pre-service teachers’ expectations, and the open format engaged the pre-service teachers to draw upon a wide range of resources both when preparing and solving the tasks. It is, however, timely to question whether the introduction of the examination format, based on faculty interest and intentions, will have the intended impact on evaluation procedures in an established learning culture.
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| 3. |
- Anderhag, Per, et al.
(författare)
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Why Do Secondary School Students Lose Their Interest in Science? Or Does it Never Emerge? A Possible and Overlooked Explanation
- 2016
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Ingår i: Science Education. - : Wiley. - 0036-8326 .- 1098-237X. ; 100:5, s. 791-813
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, we review research on how students' interest in science changes through the primary to secondary school transition. In the literature, the findings generally show that primary students enjoy science but come to lose interest during secondary school. As this claim is based mainly on interview and questionnaire data, that is on secondary reports from students about their interest in science, these results are reexamined through our own extensive material from primary and secondary school on how interest is constituted through classroom discourse. Our results suggest the possibility that primary students do not lose their interest in science, but rather that an interest in science is never constituted. The overview indicates that studies relying on interviews and questionnaires make it difficult to ascertain what the actual object of interest is when students act in the science classroom. The possibility suggested should, if valid, have consequences for science education and be worthy of further examination.
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| 5. |
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| 6. |
- Bagga-Gupta, Sangeeta, 1958, et al.
(författare)
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Inledning: Literacy-praktiker i och utanför skolan
- 2013
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Ingår i: S. Bagga-Gupta, A-C. Evaldsson, C. Liberg & R. Säljö (Red.), Literacy-praktiker i och utanför skolan. - Malmö : Gleerups. - 9789140684455 ; , s. 9-18
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Bokkapitel (refereegranskat)
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| 7. |
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| 8. |
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| 9. |
- Chue, Shien, et al.
(författare)
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Spills and thrills: internship challenges for learning in epistemic spaces
- 2022
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Ingår i: Journal of Education and Work. - : Informa UK Limited. - 1363-9080 .- 1469-9435. ; 35:2, s. 167-180
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Tidskriftsartikel (refereegranskat)abstract
- We examine the challenges and emergent nature of learning during undergraduate internships. Much scholarly inquiry on the latter focuses on internship experiences within traditional professional domains such as medicine, teacher education, and other fields. There is less knowledge about undergraduate interns entering more fluid and recent work sectors such as Public Relations and Communication. In this study, a sociomaterial perspective guided the interest in the situated and emergent nature of learning as an intern in such tool-saturated environments. Specifically, we examined how interns learn to participate in such activities, and how they encounter and appropriate sociomaterial resources used for coordinating and performing work practices. Using a case study method, we examined internship experiences of penultimate undergraduates in communication studies (N = 38). From semi-structured interviews, strategies such as scaffolding, networking and negotiating with colleagues, and technological tools as contingent means for coping with workplace challenges were reported during the initial stage of their internship. By making visible knowledge strategies undergraduates interns employ for learning at the workplace, we call to attention the role of and access to technologies, significant others, and workplace culture in the development of professional learning in such dynamic professional settings.
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