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Cases on professional distance education degree programs and practices : successes, challenges and issues
- 2013
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- Although internet technologies have transformed the concept of professional development by providing the opportunity for virtual learning environments in a non-traditional setting, the implementation of professional distance education programs still poses a challenge.Cases on Professional Distance Education Degree Programs and Practices: Successes, Challenges, and Issues examines the best practices for executing technology applications and the utilization of distance education techniques. This publication will serve as a reference for academics and instructors coordinating distance education programs, initiating distance education courses, and implementing such programs for those earning professional degrees.
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| 2. |
- Behne, Dawn M., et al.
(författare)
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Perceived Swedish Vowel Quantity : Effects of Postvocalic Consonant Duration
- 1998
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Ingår i: 5th International Conference on Spoken Language Processing, ICSLP 1998. - : International Speech Communication Association.
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Konferensbidrag (refereegranskat)abstract
- In the production of Swedish, vowel quantity is known to be realized in the vowel, but also affects duration of a postvocalic consonant. The goal of this study is to examine the use of postvocalic consonant duration as a perceptual cue to vowel quantity. Listeners' responses and reaction times were recorded for synthesized materials in which the vowel spectra and duration were kept constant and the postvocalic consonant duration was adjusted. Results show no indication that listeners actively used the duration of a postvocalic consonant to identify vowel quantity. These findings suggest that adjustments in postvocalic consonant duration in Swedish productions may be temporal artifacts of the preceding vowel quantity rather than reflecting linguistically relevant information.
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| 3. |
- Busic, Vesna, et al.
(författare)
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Lessons for Today from Successful Women : Forced Migrants’ Language Biographies
- 2022
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Ingår i: Literacies in the Age of Mobility. - Cham : Palgrave Macmillan. - 9783030833169 - 9783030833176 ; , s. 51-76
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Bokkapitel (refereegranskat)abstract
- This chapter considers the language biographies narrated by two female forced migrants from the area of the former Yugoslavia that is now Bosnia. We analyse these to access defining traumatic and agentic moments towards high-level language and literacy skills in Swedish. They arrived, along with many other forced migrants fleeing the Balkan wars, during a deep economic recession. The immigrant group has outperformed other forced migrant groups in Sweden and these language biographies provide pertinent insights into adaption, and the route to the achievement of high-level literacy and language competencies. These insights should be viewed broadly and not as prototypical for forced migrants. Our findings suggest agentic acts of proactive language- and literacy-learning need to be interwoven across an individual’s social, academic, and working life.
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| 4. |
- Busic, Vesna, et al.
(författare)
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New-arrivals challenged by remote teaching : creating solutions during the COVID-19 pandemic
- 2020
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Ingår i: Education in the North. - Aberdeen : School of Education at the University of Aberdeen. - 0424-5512 .- 2398-0184. ; 27:2, s. 214-228
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Tidskriftsartikel (refereegranskat)abstract
- Ensuring access to equal education is more complex than adopting remote teaching approaches. International reactions to Covid-19 included closing physical schools and moving teaching online. This has created learning challenges for newly arrived refugees and immigrants, and teaching challenges for their teachers. On 18 March 2020, language teaching for post-compulsory school-aged refugees and immigrants moved to remote teaching. This paper investigates this move. Through semi-structured interviews, we investigated how teachers attempted to assure equal access to these language courses and their perception of their students’ experiences of this shift. We found that many of the teachers’ students were inexperienced computer users. We also found that the teachers perceived that their students’ feelings of isolation from society increased, and that this in turn reduced their abilities to access the education being offered. Remote teaching is not sufficient on its own to support the social function of these courses. However, the interviewed teachers are highly creative teachers. For example, they kept trialling combinations of a wide range of communication possibilities including visiting students at home and holding outdoor meetings. In these ways they created an instantiation of agency that may have encouraged students. These actions suggest avenues for future research and potential ways of ameliorating the educational challenges created by the sudden move to teaching online.
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| 7. |
- Erixon, Per-Olof, 1954-, et al.
(författare)
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Short-term international immersion model (STIIM) : supporting internationalisation for doctoral students
- 2024
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Ingår i: Internationalization of the doctoral experience. - : Routledge. - 9781032329673 - 9781032329680 - 9781003317555 ; , s. 66-75
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Bokkapitel (refereegranskat)abstract
- The short-term international immersion model (STIIM) for the internationalisation of doctoral education is a meeting between groups, or cohorts, of doctoral students from at least two countries. This chapter describes STIIM, and through examples from a four-day meeting in Wales, we illustrate how STIIM meetings can be designed to support learning and internationalisation. The chapter frames STIIM in its historical context in Norway and Sweden, highlights the democratic aspects of the model, and demonstrates the importance of socialisation into the academy as a global arena as supported by the model.
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| 8. |
- Eva, Lindgren, et al.
(författare)
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La révision en production écrite enregistrée
- 2014
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Ingår i: Temps de l'écriture. - Louvain-La-Neuve, Belgium : Academia-L'Harmattan. - 9782806101464 ; , s. 71-92
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Bokkapitel (refereegranskat)
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| 9. |
- Halwani, Manar, 1981-
(författare)
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Engagement, directed motivational currents, and second language learning : adult immigrant perspectives
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The dissertation answers calls for the integration of motivation and engagement theory and research among highly educated adult-migrant language learners. Specifically, the purpose of this dissertation is to propose a model to describe the interactions between the motivation construct Directed Motivational Currents (DMCs) and the engagement construct Engagement with Language (EWL). The site of this dissertation is Sweden and hence the language learners of this dissertation were learning Swedish to enter the Swedish employment market. This thesis is a qualitative study with a social-dynamic approach to DMCs and EWL, and second language learning is viewed as a highly interactive process. The dissertation consists of three studies. Each study is based in a different formal language learning setting with the following groups of participants: (1) voluntary migrants with university degrees; (2) voluntary and forced migrant medical doctors, and (3) forced migrant schoolteachers. Semi-structured interviews, observation, and questionnaires were used to collect data to describe DMCs and EWL in concert. The findings of the thesis are that the lenses of DMCs and EWL can be combined to reveal more detail about highly educated adult-migrant language learners learning than earlier models. The findings also suggested ways in which the DMCs and EWL constructs interact, and that these are influenced by learners’ visions of their current and future selves, and by effective profession-oriented language teaching. Based on the analysis of the data from the three studies a novel model, Engagement in Directed Motivational Currents (EDMCs), is posited. This novel model captures the multidirectional interaction between DMCs and EWL, and how DMCs are nurtured by cognitive, affective and social engagement, and EWL is energized by motivational structure and goal, and emotionality. The posited model has relevance for second language pedagogy beyond highly educated migrant adult language learning contexts, and for future research in the area of long-term motivation and EWL in relation to second language learning.
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| 10. |
- Halwani, Manar, 1981-
(författare)
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Engagement, directed motivational currents, and second language learning : adult immigrant perspectives
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The dissertation answers calls for the integration of motivation and engagement theory and research among highly educated adult-migrant language learners. Specifically, the purpose of this dissertation is to propose a model to describe the interactions between the motivation constructDirected Motivational Currents (DMCs) and the engagement construct Engagement with language (EWL). The site of this dissertation is Sweden and hence the language learners of this dissertation were learning Swedish to enter the Swedish employment market. This thesis is a qualitative study with a social-dynamic approach to DMCs and EWL, and second language learning is viewed as a highly interactive process. The dissertation consists of three studies. Each study is based in a different formal language learning setting with the following groups of participants: (1) voluntary migrants with university degrees; (2) voluntary and forced migrant medical doctors, and (3) forced migrant schoolteachers. Semi-structured interviews, observations, and questionnaires were used to collect data to describe DMCs and EWL in concert. The findings of the thesis are that the lenses of DMCs and EWL can be combined to reveal more detail about highly educated adult-migrant language learners' learning than earlier models. The findings also suggested ways in which the DMCs and EWL constructs interact, and that these are influenced by learners’ visions of their current and future selves, and by effective profession-oriented language teaching. Based on the analysis of the data from the three studies a novel model, Engagement inDirected Motivational Currents (EDMCs), is posited. This novel model captures the multidirectional interaction between DMCs and EWL, and how DMCs are nurtured by cognitive, affective, and social engagement, and EWL is energized by motivational structure and goal, and emotionality. The posited model has relevance for second language pedagogy beyond highly educated migrant adult language learning contexts, and for future research in the area of long-term motivation and EWL in relation to second language learning.
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