| 1. |
- Lindström, Paulina, et al.
(författare)
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Matching and mismatching between the pedagogical design principles of a maths game and the actual practices of play
- 2011
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Ingår i: Journal of Computer Assisted Learning. - : John Wiley & Sons. - 0266-4909 .- 1365-2729. ; 27:1, s. 90-102
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Tidskriftsartikel (refereegranskat)abstract
- The article reports and discusses a long-term qualitative study of forty 8-10 year old students who regularly played a math game during math lessons for 9 weeks. The goal was to explore the relations between (i) some of the pedagogical principles that underlie the game and (ii) the playing practice in terms of what actually takes place when students play the math game during regular math lessons. The article discusses indications of matches and mismatches between pedagogical principles and playing practice as they appear in analyses of observations and video recordings.The result highlights the difficulty of predicting areas in which possible mismatches appear between the intentions of the pedagogues and designers of educational technology, and the actual use of the technology by the students. This also applies to educational materials that have already been pilot tested and used on a smaller scale. We emphasize the need to observe actual use for extensive periods of time, i.e. to go beyond short-time user testing.
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| 2. |
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| 3. |
- Häll, Lars O, 1981-, et al.
(författare)
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Collaborative learning with screen-based simulation in health care education : an empirical study of collaborative patterns and proficiency development
- 2011
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Ingår i: Journal of Computer Assisted Learning. - Oxford : Blackwell. - 0266-4909 .- 1365-2729. ; 27:5, s. 448-461
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Tidskriftsartikel (refereegranskat)abstract
- This article is about collaborative learning with educational computer-assisted simulation(ECAS) in health care education. Previous research on training with a radiological virtual reality simulator has indicated positive effects on learning when compared to a more conventional alternative. Drawing upon the field of Computer-Supported Collaborative Learning, we investigate collaborative patterns, their causes, and their implications for learning. We investigate why the extent of application of subject-specific terminology differs between simulation training and more conventional training. We also investigate how the student-simulator interaction affordances produce collaborative patterns and impact learning. Proficiency tests before and after training, observations during training, and interviews after training constitute the empirical foundation. Thirty-six dentistry students volunteered for participation. The results showed that not only the task but also the medium of feedback impacts the application of subject-specific terminology. However, no relation to proficiency development was revealed.We identified turn-taking as well as dominance patterns of student-simulator interaction but again found no relation to proficiency development. Further research may give us deeper insights into if and how these collaborative patterns, in other respects, impact collaborative learning with ECAS in health care education.
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| 4. |
- Masoumi, Davoud, et al.
(författare)
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Quality in E-learning: A Framework for Promoting and Assuring Quality in Virtual Institutions
- 2012
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Ingår i: Journal of Computer Assisted learning (JCAL). - : Wiley. - 1365-2729 .- 0266-4909. ; 28:1, s. 27-41
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Tidskriftsartikel (refereegranskat)abstract
- With the growing demand for e-learning along with striving for excellence associated with globalization, there are worldwide calls for enhancing and assuring quality in e-learning, specifically in the context of the developing countries. Such calls for quality enhancement, accountability, added value, value for money, self-evaluation, and role players’ satisfaction in higher education settings cannot go unheeded. Addressing the concerns regarding enhancing and assuring quality in e-learning, a comprehensive e-quality framework is developed by taking into account the pros and cons of the previous models, frameworks, and studies of e-quality. This e-quality framework offers a structured set of factors and benchmarks as a tool for practical quality work with e-learning in virtual institutions.
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| 5. |
- Mukama, Evode, 1968-, et al.
(författare)
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Coping with change in ICT-based learning environments : newly qualified Rwandan teachers' reflections
- 2008
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Ingår i: Journal of Computer Assisted Learning. - Chichester, West Sussex, United Kingdom : Wiley-Blackwell. - 0266-4909 .- 1365-2729. ; 24:2, s. 156-166
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Tidskriftsartikel (refereegranskat)abstract
- The overarching aim of this study is to investigate how newly qualified Rwandan teachers can contribute to the creation of theoretical and practical knowledge for professional development with information and communication technology (ICT). Questionnaires, focus groups and interviews were used for data collection. The findings show that novice teachers are motivated to acquire ICT and that they succeed in situations where school administrators grant easy access to computers. The novice teachers expressed a strong desire to be trusted and be allowed time to use computers and related skills in their learning and teaching. These views are discussed in terms of learning conditions created in schools so that participants become active, responsible and committed practitioners. We assume that such attitudes can be a model for their future roles in fostering change in social practice. For example, this study shows that gender equity becomes an aspect of change in an ICT-learning environment, which creates new opportunities for continuous education. To achieve this, as revealed by the findings, there is a need to develop school-based curricula, appropriate pedagogy and teacher professional development in the area of ICT literacy, which allows the teachers to develop a critical mind to the new tools.
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| 6. |
- Mukama, Evode, 1968-
(författare)
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The interplay between learning conditions and participation in ICT-based learning environments
- 2009
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Ingår i: Journal of Computer Assisted Learning. - : Wiley InterScience. - 0266-4909 .- 1365-2729. ; 25:6, s. 539-548
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this case study is to investigate how knowledge can be developed in computer-mediated social practice. The purpose is to explore variations in students’ participatory appropriation in the use of Information and Communication Technology (ICT) in their everyday lives. Empirical data were collected at a higher education institution in Rwanda through interviews and focus group discussions. The findings show that differences in experiences, related for example to electronic sources, techniques and thoughts, can be at the forefront of change in students’ learning with ICT through critical reflection and creativity. Moreover, the study suggests that coping with different experiences in social practice can enhance problemsolving skills through continuous inquiry among students. Furthermore, active ICT users can play a central role to bring about change in learning practices with the new technology. The point is that interaction between different categories of peers with various experiences can change in a positive and supportive way when ICT is utilized to enhance a new culture of creativity and problem solving. Moreover, ICT seems to be a necessary pedagogical tool, though insufficient prerequisite, for appropriation of its use.
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| 7. |
- Nulden, Urban
(författare)
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e-ducation : Research and practice
- 2001
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Ingår i: Journal of Computer Assisted Learning. - : Wiley. - 0266-4909 .- 1365-2729. ; 17:4, s. 363-375
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Tidskriftsartikel (refereegranskat)abstract
- This paper proposes an integrated approach for information technology in an educational context. The paper suggests a framework for the design of computer assisted learning activities - e-ducation. The framework captures three contemporary interrelated aspects of teaching and learning and is more pedagogical than it is analytical. The three aspects covered in the e-ducation framework are electronic, engaged and empowered. An implementation of the framework is used to illustrate how e-ducation can be applied in educational research and practice. The paper concludes that the e-ducation framework contributes to both educational research and educational practice.
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| 8. |
- Wai-kit Ma, Will, et al.
(författare)
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Examining user acceptance of computer technology : an empirical study of student teachers
- 2005
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Ingår i: Journal of Computer Assisted Learning. - : Wiley. - 0266-4909 .- 1365-2729. ; 21:6, s. 387-395
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Tidskriftsartikel (refereegranskat)abstract
- The use of computer technology in schools has made slow progress since the mid-1980s even though governments have been generous in funding. It is therefore important to understand how and when teachers use computer technology in order to devise implementation strategies to encourage them. This study investigates student teachers' perceptions of computer technology in relation to their intention to use computers. The purpose is to shed light on more effective ways to motivate the use of computer technology in schools. Based on an expanded variation of the Technology Acceptance Model, 84 completed surveys of student teachers were collected at a local university in Sweden. Overall, the results indicated that (1) student teachers' perceived usefulness of computer technology had a direct significant effect on their intention to use it; (2) student teachers' perceived ease of use had only an indirect significant effect on intention to use; however, (3) student teachers' subjective norm, that is the possible influence of external expectations, did not have any direct or indirect significant effects on their intention to use computer technology. Theoretical and practical implications that follow from the results are discussed.
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| 9. |
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| 10. |
- Holmgren, Robert, et al.
(författare)
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Firefighter learning at a distance : a longitudinal study
- 2017
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Ingår i: Journal of Computer Assisted Learning. - : John Wiley & Sons. - 0266-4909 .- 1365-2729. ; 33:5, s. 500-512
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Tidskriftsartikel (refereegranskat)abstract
- This article presents a summary analysis of a 5-year study on the implementation of a technology-supported distance firefighter training programme in Sweden, focused on the firefighter students’ learning processes regarding challenges, contradictions and changes that occurred during the implementation period. With activity theory as the theoretical basis, three data collections were carried out. The analysis, based on interviews with firefighter students and instructors as well as observation logbooks and educational documents, identified two phases, an implementation phase and a dissemination phase. The implementation phase is characterized by the distance students developing a self-directed and goal-oriented learning, supported by the revised and technology-supported training design. During the dissemination phase, when many technology-inexperienced instructors become involved in the distance programme, a number of challenges and contradictions are identified, which, however, turn out to be a driving force for the students to develop alternative learning strategies. Finally, vocational distance training is discussed in terms of potential opportunities for developing vocational students’ learning processes.
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