| 1. |
- Boström, Lena, 1960-, et al.
(författare)
-
A Rapid Transition from Campus to Emergent Distant Education : Effects on Students’ Study Strategies in Higher Education
- 2021
-
Ingår i: Education Sciences. - : MDPI. - 2227-7102. ; 11:11, s. 721-721
-
Tidskriftsartikel (refereegranskat)abstract
- This article presents a literature review focusing on international research concerning distance education and students’ study strategies during the last 20 years. As distance education in higher education is a steadily growing trend and in particular because the COVID-19 pandemic has escalated the transition from campus education to different forms of distance education, knowledge about students’ study strategies and appropriate teaching strategies has become highly important. With this research review, we aimed to identify patterns and trends in research on distance education focusing students study strategies before and after the pandemic. The research synthesis identified and interpreted similarities and differences in the studies’ designs and findings, which we analyzed using integrative thematic analysis. Students’ study strategies seem to have changed to some extent during the pandemic, with more emphasis on their own responsibility and the need for a developed teaching strategy to align with the changing framework related to the emergency provision of distance education. We concluded that students have to develop metacognitive strategies, because self-regulated learning and a more flexible pedagogy seem to be important in teachers’ transitions and competence in digitalization. Therefore, more research targeting these aspects is needed.
|
|
| 2. |
- Boström, Lena, 1960-, et al.
(författare)
-
Læringsstile som pædagogisk plaform
- 2007. - 1
-
Ingår i: Læring og læringsstile. - Köpenhamn : Dansk psykologisk Forlag. ; , s. 45-66
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 3. |
|
|
| 4. |
- Boström, Lena, 1960-, et al.
(författare)
-
Metodik for læringsstile
- 2007. - 1
-
Ingår i: Læring og læringsstile. - Köpenhamn : Dansk psykologisk Forlag. - 9788777061035 ; , s. 67-85, s. 67-85
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 5. |
- Boström, Lena, 1960-, et al.
(författare)
-
Students’ Need for Structure—the Forgotten Learning Styles Preference
- 2015
-
Konferensbidrag (refereegranskat)abstract
- The need for structure has not been analyzed to any great extent even though previous research has shown its importance for students. The purpose of this study was therefore to identify, describe, and examine the need for structure among teachers and students as well as to understand students’ perceptions of this need. The theoretical framework is based on Dunns´ Learning Styles Model. Data were collected using the learning styles test, Productivity Environmental Preference Survey (PEPS), (n=525) and students’) essays (n=35) on study strategies wherein the concept of need for structure was analyzed. The study found that a) there is a great need for structure among students (54%–68%), b) there is a statistically significant difference between students and teachers (p = 0.001), and c) there are qualitative changes in students’ perceptions of the content concept high preferences for structure. They were divided into the five following categories: need from outside, personality traits, ask for help, make own structure, and consequences. The results indicate the need for enhanced educational strategies and in-depth didactic discussion on the practical educational activities relating to structure and the importance of students themselves to create awareness of the need for structure to become more autonomous.
|
|
| 6. |
- Dahlström, Helene, et al.
(författare)
-
Literacy i fritidshemmet : En studie om förutsättningar för literacy i svenska fritidshem
- 2023
-
Ingår i: Barn. - : Cappelen Damm Akademisk. - 0800-1669 .- 2535-5449. ; 41:4, s. 81-99
-
Tidskriftsartikel (refereegranskat)abstract
- This study aims to describe and analyze the literacy events that occur in school-age educare practice. Literacy in this article is seen as the social practice where people use reading, writing, meaning-making and communicative expressions in interaction with others, in particular in the informal context of everyday life. With the after-school activities as a context, many opportunities are provided for conversation and functional language use, thus creating good conditions for multilingual students’ language development. Observations were made of school-age educare teacher students in 68 after-school centres, and their reflections were collected. The article authors carried out the analysis of observation protocols and reflection protocols through thematic analysis. The results show a significant variation between the different school-age educare practices concerning literacy activities and access to books, in particular few books in languages other than Swedish. Furthermore, it turned out that both educators and children had a schooled view of reading and writing activities. We conclude that school-age educare centres have the potential as a literacy arena that can be utilized much more than this study has shown, especially to arouse students’ desire to read.
|
|
| 7. |
|
|
| 8. |
- Gidlund, Ulrika, 1966-
(författare)
-
Discourses of Including Students with Emotional and Behavioural Difficulties (EBD) in Swedish Mainstream Schools
- 2018
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- When students’ behaviours cause difficulties for their teachers, themselves, and the rest of the class, teachers often construct inclusion as problematic. The overall aim of this study was to contribute to the understanding of teachers’ discourses regarding inclusion of students with emotional and behavioural difficulties (EBD) in Swedish mainstream schools. The sample of empirical data collected for articles II–IV was derived from focus group interviews of 5–8 mainstream teachers in grades 4–6 in 6 different schools. Article I is a research synthesis on 15 studies that feature the attitudes of teachers from 15 different countries. It frames the entire thesis by examining how teachers perceive students with EBD from other countries, cultures, and times. In this study, neither inclusion nor EBD are said to be so much objectively “real” as socially produced and can be regarded as social constructs. An approach of discourse theory that takes inspiration from Laclau and Mouffe (1985) is applied in articles II–III and is complemented with constructionist thematic analysis. The results revealed that teachers construct meaning and understanding of students in relation to their everyday professional missions in the classroom. Discourses about successfully including students with EBD face problem fixing their meaning as they require new and other types of resources as well as other time distributions, teachers, curricula, and classrooms. The teachers’ discourses revealed a clear gap between policy and practice in the Swedish education system. Discourses that were pragmatic based on everyday reality of the school overpowered the discourses of ensuring equal opportunities for all students and the celebration of diversity. When the wordings of the Swedish steering documents are arbitrary and interpreted differently among various actors within Swedish schools, the teachers feel insecurity, frustration, and inadequacy. Inclusion of students with EBD is a complex and complicated matter that the teachers do not feel competent enough to fully handle. They revealed their frustration with being expected to do something that cannot be done due to practical and economic reasons. When teachers experience failure and dissatisfaction with specific teaching situations, they construct discourses that justify and legitimize that failure. These discourses inevitably have consequences for how the teachers understand and organize their everyday teacher missions.
|
|
| 9. |
|
|
| 10. |
|
|
