| 1. |
- Abovarda, Adam, et al.
(författare)
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E-learning as Part of Residency Education
- 2023
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Ingår i: Caring is Sharing. - : IOS Press. - 9781643683881 - 9781643683898 ; , s. 496-497
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Konferensbidrag (refereegranskat)abstract
- Through a literature review in combination with qualitative analysis of course evaluations, this study examines aspects that contribute to enhancing elearning for physicians in a residency education program. The literature review and the qualitative analysis outline three main factors (pedagogical, technological, and organizational), highlighting the importance of a holistic approach that includes learning and technology in context when integrating e-learning strategies in adult learning programs. The findings contribute insights and practical guidance for education organizers on how to conduct e-learning during and after the pandemic.
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| 2. |
- Berg, Agne, et al.
(författare)
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Distansutbildning och e-lärande : utmaningar, möjligheter och alternativa modeller. WP2 delrapport inom K3-projektet ”Nya vägar”
- 2020
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Rapport (populärvet., debatt m.m.)abstract
- Syftet med den här rapporten är att presentera en nulägesbeskrivning av existerande nationellapedagogiska praktiker och distributionsformer för distansutbildning och e-lärande med fokuspå livslångt lärande. Som en del av detta tydliggörs begreppen distansstudier ochdistansstudent. Rapporten pekar även på de viktigaste utmaningarna för presumtiva ochnuvarande distansstudenter samt ger förslag till möjliga åtgärder för staten och lärosäten attmöta dessa utmaningar. Erfarenhets- och forskningsbaserade exempel på väl fungerandearbetssätt och åtgärder för kvalitativ distansutbildning presenteras. Denna del följs av eninternationell utblick i vilken författarna utifrån ett mer visionärt perspektiv diskuterar huralternativa sätt att organisera högre utbildning potentiellt skulle kunna erbjuda nya vägar tillhögre utbildning i hela landet. Slutligen presenteras ett antal slutsatser ochrekommendationer.Författarna är verksamma inom högre utbildning med lång erfarenhet av distans- ochcampusbaserad teknikstödd undervisning och rapporten speglar följaktligen deras samladekunskaper och erfarenheter inom området. Det innebär att denna rapport har ett fokus på demöjligheter och utmaningar som möter studenter och högskolor när högre utbildning skagöras tillgänglig för hela landet.
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| 4. |
- Haj-Bolouri, Amir, 1985-, et al.
(författare)
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Action design research as a means for organizing workplace learning : case studies of e-learning platforms
- 2021
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Ingår i: Journal of Workplace Learning. - : Emerald Group Publishing Limited. - 1366-5626 .- 1758-7859. ; 33:6, s. 405-425
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Tidskriftsartikel (refereegranskat)abstract
- Purpose Although there is a large body of literature available on the foundations of workplace learning (WPL), little is known about designated research methods that systematically combine intervention, design and learning at work. The purpose of this study is to propose action design research as an alternative method for organizing WPL in general and facilitating pedagogically rich activities in particular.Design/methodology/approach This research used a case study approach to focus the action design research method and exemplify its utility through two case studies that emphasize WPL in general and how the method can be used to facilitate pedagogically rich activities in particular.Findings The results of the case studies indicate that the action design research method had a significantly positive effect on organizing WPL in organizations systematically, as well as creating a narrative that structures the research process and its outcomes.Originality/valueThe findings help scholars that are in need of organizing WPL research in a systematic way. The findings do also help practitioners in organizations to solve real-world problems and develop new knowledge jointly together with scholars. Consequently, the findings contribute to the existing literature by exemplifying how to facilitate pedagogically rich activities and disseminate the outcomes of doing so in a formalized way.
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| 5. |
- Haj-Bolouri, Amir, 1985-, et al.
(författare)
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Work-Integrated Learning as an Outcome of Using Action Design Research in Practice
- 2019
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Ingår i: Extending the Boundaries of Design Science Theory and Practice. - Cham : Springer. - 9783030195038 - 9783030195045 ; , s. 92-107
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Konferensbidrag (refereegranskat)abstract
- This paper highlights Work-Integrated Learning (WIL) as an outcome of using Action Design Research (ADR) in practice. We argue that ADR is a subtype of Design Science Research (DSR) and a prominent method for facilitating mutually beneficial collaboration between academia and practice. Subsequently, we tie our work around ADR and WIL to the Scandinavian school of IS-research and worker participation, by emphasizing reflective practice on both researcher and practitioner side. We demonstrate this through two empirical cases and four case episodes. Consequently, the cases highlight building, intervention, and evaluation in the areas of civic orientation and county administration. The narrative around each case focuses on ADR-activities that mediate reflection and learning through iterative cycles. Outcomes from the cases are reported as WIL-outcomes and finally, we conclude this paper by briefly suggesting two implications for future relevant research.
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| 6. |
- Jobe, William, et al.
(författare)
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The Effects of Using Work-Integrated Learning in Higher Education on Student and Startup Employability, Networking, and Entrepreneurship
- 2019
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Ingår i: Uddevalla Symposium 2019. - Trollhättan : University West. - 9789188847409 ; , s. 235-247
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Konferensbidrag (refereegranskat)abstract
- This paper explores the results and perceived effects from an IT project management course given in Informatics at University West in Sweden. The 10-week course requires students to manage and execute real-world projects as a form of work integrated learning (WIL). For the past three years, the course has been performed in cooperation with the Innovatum Startup program offered by the Innovatum Science Center in Trollhättan, Sweden. Each year Innovatum Startup hosts a match making session where the startup companies present their projects and propose concrete projects that the university students can choose as their real-world project. This paper presents the results regarding the startups' and students' satisfaction with the course as well as the outcomes of the students' work for the startups and the effects on the students' future employability, networking and entrepreneurship. The results are based on surveys given to the participating students and startup companies. The findings show a high level of student and startup satisfaction with the WIL collaboration and the findings reaffirm similar research that WIL courses benefit student employability and networking. However, the findings do not show a significant impact on entrepreneurship.
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| 7. |
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| 8. |
- Vallo Hult, Helena, 1976-, et al.
(författare)
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Designing for digital transformation of residency education : a post-pandemic pedagogical response
- 2023
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Ingår i: BMC Medical Education. - 1472-6920. ; 23:1, s. 1-10
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: The forced transition to emergency remote teaching (ERT) during the COVID-19 pandemic has significantly impacted health professions education worldwide. In Sweden, the need for alternative solutions for the training of junior doctors became urgent, as many of the mandatory onsite courses required for residents to qualify as specialists were canceled. The purpose of this study was to understand course leaders' perceptions and experiences of using digital technologies, such as video conferencing, to teach medical residents (ST) during the pandemic and beyond.METHODS: A qualitative study using semi-structured interviews was conducted with seven course leaders responsible for residency courses during the first year of the pandemic to capture their perceptions and experiences. The interviews were transcribed verbatim and analyzed using thematic analysis, drawing on the technology affordances and constraints theory (TACT) as a framework to explore pedagogical strategies and new teaching practices emerging from the forced use of digital technologies for remote teaching.RESULTS: The data analysis revealed affordances of, as well as constraints to, teaching specialist medical training during the pandemic. The findings show that the use of digital conference technologies for ERT can both enable and inhibit social interactions, the interactive learning environment and the utilization of technological features, depending on the individual course leaders' goals of using the technology and the situated context of the teaching.CONCLUSIONS: The study reflects the course leaders' pedagogical response to the pandemic, as remote teaching became the only way to provide residency education. Initially, the sudden shift was perceived as constraining, but over time they found new affordances through the enforced use of digital technology that helped them not only to cope with the transition but also to innovate their pedagogical methods. After a rapid, forced shift from on-site to digital courses, it is crucial to utilize experiences to create better preconditions for digital technology to facilitate learning in the future.
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| 9. |
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| 10. |
- Vallo Hult, Helena, 1976-, et al.
(författare)
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Digital Learning : Continuous Professional Development of Physicians
- 2021
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Continuous professional development (CPD) is an important, yet often overlooked, part of higher education. While a large body of literature exists on formal learning and e-training, aspects of self-directed and informal digital learning in CPD are still under-researched. The aim of this project was: i) to explore physicians informal learning (e.g., collegial communication, collaboration and knowledge sharing) when shifting to digital learning as part of a CPD course; ii) to identify features that enable and constrain interaction and networking; and; iii) to evaluate the effects of digital learning on the overall learning objectives and outcomes. This project was carried out in three steps, and the outcome is in a set of recommendations that can be used to capture and inform the design of future CPD programs, implemented in higher education, to better support informal learning in digital learning settings.
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