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- Weibel, Mette, et al.
(författare)
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Robots2School : telepresence-mediated learning in the hybrid classroom – experiences in education support for children during cancer treatment: a qualitative study
- 2023
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Ingår i: Education and Information Technologies. - New York, NY : Springer. - 1360-2357 .- 1573-7608.
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Tidskriftsartikel (refereegranskat)abstract
- Children with cancer experience recurring hospitalizations and isolation during treatment, which affect their school attendance. This study explores experiences of children with cancer, their classmates, and teachers with using the telepresence robot as a learning mediator in the hybrid classroom during treatment periods. 31 children with cancer (aged 7–17 years), 30 teachers, and 118 classmates participated in interviews and 19 h of participant observations were undertaken in nine classrooms. The Agential Realism Theory and Situational Analysis framed the data analysis. There was a single overarching theme, “Telepresence robot didactic,“ and five sub-themes (Telepresence mediated learning, school-home collaboration, hybrid robot teaching, intra-actions in class, and inclusive spatiality). This study advocates the complexity of telepresence robot didactics, emphasizing that numerous human and other factors must intra-act and work simultaneously to achieve optimal learning conditions for children during cancer treatment. This includes considerations such as modality availability for the remote child; the teacher’s understanding of telepresence robot didactic and hybrid learning; the classmate’s ability to involve the remote child in groupwork; the child’s own treatment protocol, the robot’s functionalities, and spatiality in the class. Strategies for use and the systematic surveillance of telepresence robots are needed to ensure that children during cancer treatment do not lag in academic achievement. This study proposes that children with cancer can continue participating in class while hospitalized or isolated and consequently reduce social and academic setbacks. © 2023, The Author(s).
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| 2. |
- Weibel, Mette, et al.
(författare)
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Telepresence robotic technology support for social connectedness during treatment of children with cancer
- 2023
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Ingår i: Children and Society. - 0951-0605. ; 37:5, s. 1392-1417
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Tidskriftsartikel (refereegranskat)abstract
- Children with cancer experience fragmented school attendance during treatment. Telepresence robots that connect them with school during treatment periods were explored through an intervention involving participant observation followed by semi-structured interviews from 2020–22 with children with cancer, their class teachers, and classmates. We used an abductive approach, inspired by the Agential Realism theory and Situational Analysis. The use of telepresence robots in education enables hospitalized children to actively participate in real-time social activities with their classmates. However, consistent monitoring is necessary to ensure the success of this integration process as the classmates can lose interest in providing support to a child with cancer.
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| 3. |
- Weibel, Mette, et al.
(författare)
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Telepresence robots to reduce school absenteeism among children with cancer, neuromuscular diseases, or anxiety—the expectations of children and teachers : A qualitative study in Denmark
- 2023
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Ingår i: Computers in Human Behavior Reports. - : Elsevier BV. - 2451-9588. ; 10
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Tidskriftsartikel (refereegranskat)abstract
- BackgroundThis study explores expectations for telepresence robots as a tool to reduce absence in education as school absence negatively influences children's academic advancement and psychosocial wellbeing.DesignA qualitative semi-structured interview study.Method and populationUsing convenience sampling, we interviewed 11 children aged 8–17 years with cancer (n = 4), neuromuscular diseases (n = 3) or anxiety (n = 4) who had a high level of school absence (more than 15 days’ absence in a school year), and who had recently encountered a telepresence robot; and eight of their teachers. A thematical analysis and a deductive approach based on the theory of Technological frames were used.ResultsThe children's and teachers' expectations of how telepresence robots could support them in reducing their school absence were identified and structured in three categories and five main themes: 1) Nature of technology: a) Learning, b) Sociality, c) Additional supportive resources; 2) Technology strategy: a) Flexible school day; 3) Technology in use: a) New workflows.ConclusionThis study indicates that implementation requires additional resources from teachers. Children with disease-related school absence and their teachers expect telepresence robots to reconnect the children socially, by maintaining or creating new friendships, and academically, by fostering inclusion and reducing absence.
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