| 1. |
- Arbaugh, B, et al.
(författare)
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Subject matter effects and the community of inquiry framework : An exploratory study
- 2009
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Ingår i: The Internet and higher education. - : Elsevier BV. - 1096-7516 .- 1873-5525. ; 13:1-2, s. 37-44
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Tidskriftsartikel (refereegranskat)abstract
- This paper integrates the emerging literatures of empirical research oil the Community of Inquiry (Col) framework and disciplinary effects in online teaching and learning by examining the disciplinary differences in perceptions of social, teaching, and cognitive presence of over 1500 students in seven disciplines at two U S institutions Our results found significant disciplinary differences, particularly regarding cognitive presence, in soft, applied disciplines relative to other disciplines. These initial results suggest the possibility that the Col framework play be more applicable to applied disciplines than pure disciplines Our findings suggest interesting opportunities for future researchers to consider how the individual elements of the Col framework may influence and be influenced by academic disciplines and how the framework play need to be refined or modified to explain effective course conduct in pure disciplines.
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| 2. |
- Arbaugh, J.B, et al.
(författare)
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Developing a community of inquiry instrument : testing a measure of the Community of Inquiry framework using a multi-institutional sample
- 2009
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Ingår i: The Internet and higher education. - : Elsevier BV. - 1096-7516 .- 1873-5525. ; 11:3-4, s. 133-136
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Tidskriftsartikel (refereegranskat)abstract
- This article reports on the multi-institutional development and validation of an instrument that attempts to operationalize Garrison, Anderson and Archer's Community of Inquiry (Col) framework (2000). The results of the study suggest that the instrument is a valid, reliable, and efficient measure of the dimensions of social presence and cognitive presence, thereby providing additional support for the validity of the Col as a framework for constructing effective online learning environments. While factor analysis supported the idea of teaching presence as a construct, it also suggested that the construct consisted of two factors-one related to course design and organization and the other related to instructor behavior during the course. The article concludes with a discussion of potential implications of further refinement of the Col measures for researchers, designers, administrators, and instructors.
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| 3. |
- Augustsson, Gunnar
(författare)
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Web 2.0, pedagogical support for reflexive and emotional social interaction among Swedish students
- 2010
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Ingår i: The Internet and higher education. - : Elsevier BV. - 1096-7516 .- 1873-5525. ; 13:4, s. 197-205
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Tidskriftsartikel (refereegranskat)abstract
- Collaborative social interaction when using Web 2.0 in terms of VoiceThread is investigated in a case study of a Swedish university course in social psychology. The case study method was chosen because of the desire not to manipulate the students' behaviour, and data was collected in parallel with course implementation. Two particular circumstances made the case study method appropriate: the impossibility to control student activities, and the study of contemporary and ongoing events. The results show that use of Web 2.0: a) supports students' reflections concerning their own and others' thoughts and emotions, b) supports individual students and integrates them into a work group, and c) develops students' identification and awareness in relation to self, a task and others. The findings implicate that Web 2.0 technology can be used as a valuable supplement in a campus course where other teaching takes place in time and space.
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| 4. |
- Cerratto-Pargman, Teresa, et al.
(författare)
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Designing Nordic Technology-enhanced Learning
- 2012
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Ingår i: The Internet and higher education. - : Elsevier BV. - 1096-7516 .- 1873-5525. ; 15:4, s. 227-230
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- The latest developments of information and communication technologies (ICT) and its large penetration in different sectors of our society pose new challenges and demands in the field of education. This special issue entitled "Designing Nordic technology-enhanced learning (TEL)", presents and discusses how researchers in the Nordic countries are currently framing and thinking about issues that are related to pedagogical design of learning spaces, digital literacies, educational professional development, design of tools engaging students in collaborative inquiry learning as well as design-oriented multimodal understandings of learning. The objective pursued with the special issue has been to reflect upon current problems that educational institutions, practitioners and TEL researchers are facing in the Nordic countries as regards the acknowledgment of young people's ICT practices within formal education. Such analytical work has led us to identify and elaborate on what we believe constitute forthcoming research challenges for learning and education in the Nordic countries.
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| 5. |
- Garrison, D.R, et al.
(författare)
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Exploring causal relationships among cognitive, social and teaching presence: Student perceptions of the community of inquiry framework
- 2010
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Ingår i: The Internet and higher education. - : Elsevier BV. - 1096-7516 .- 1873-5525. ; 13:1-2, s. 31-36
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Tidskriftsartikel (refereegranskat)abstract
- The causal relationships among the three presences in the Community of Inquiry (CoI) framework are explored and tested in this paper. The CoI framework has been used extensively in the research and practice of online and blended learning contexts. With the development of a survey instrument based on the CoI framework, it is possible to test the hypothesized causal relationships that teaching and social presence have a significant perceived influence on cognitive presence and that teaching presence is perceived to influence social presence. The results of this study confirm the factor structure of the CoI survey and the hypothesized causal relationships among the presences predicted by the CoI framework. These results point to the key role of teaching presence in establishing and stustaining a community of inquiry. Further research is called for to explore the dynamic relationships among the presences across disciplines and institutions as well as understand the existence and role of the specific sub-elements (categories) of each presence.
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| 6. |
- Garrison, R, et al.
(författare)
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Revisiting methodology issues in the analysis of transcripts : Negotiated coding and reliability
- 2006
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Ingår i: The Internet and higher education. - : Elsevier BV. - 1096-7516 .- 1873-5525. ; 9:1, s. 1-8
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Tidskriftsartikel (refereegranskat)abstract
- Transcript analysis is an important methodology to study asynchronous online educational discourse. The purpose of this studyis to revisit reliability and validity issues associated with transcript analysis. The goal is to provide researchers with guidance incoding transcripts. For validity reasons, it is suggested that the first step is to select a sound theoretical model and coding scheme.Particular focus is placed on exploring the advantages of the option of a negotiated approach to coding the transcript. It isconcluded that researchers need to consider the advantages of negotiation when coders and researchers are not familiar with thecoding scheme.
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| 7. |
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| 8. |
- Hrastinski, Stefan
(författare)
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Introducing an informal synchronous medium in a distance learning course : How is participation affected?
- 2006
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Ingår i: The Internet and higher education. - Orlando : Elsevier. - 1096-7516 .- 1873-5525. ; 9:2, s. 117-131
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Tidskriftsartikel (refereegranskat)abstract
- Achieving active participation has been argued to be an intrinsic part of learning and has become a central issue in debates on online education. This research examines whether an emerging synchronous communication medium, instant messaging (IM), may enable students in participating more actively in a distance learning course. In doing this, it is first evaluated how the system was used. When comparing two offerings of the course, where the first was delivered asynchronously and the second was complemented with an IM system, results indicated that the first class operated with a higher level of participation. However, when comparing students that adopted the IM system with those that did not it was found that the adopters operated with a higher level of participation. Since the results are tentative, the paper is concluded by calling for further research that tests the results of this study in both similar and different contexts. (Contains 1 table and 6 tables.)
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| 9. |
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| 10. |
- Hrastinski, Stefan, et al.
(författare)
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Student-student online coaching : Conceptualizing an emerging learning activity
- 2013
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Ingår i: The Internet and higher education. - : Elsevier. - 1096-7516 .- 1873-5525. ; 16:1, s. 66-69
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this paper is to describe student-student online coaching, defined as "an online service where a student gets support on a specific subject matter from a more experienced student". Student-student online coaching emphasizes learning a subject matter by giving a student the opportunity to get coached by a coach, i.e. a more experienced student. Online coaching is encouraged by an organization, but the control of learning is primarily in the hands of the student. An example of online coaching is described, i.e. math coaching by instant messaging. A key challenge for coaches is to interpret the students' competence level, despite that they often do not know the students beforehand, in order to coach on a level that is within their zone of proximal development.
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| 11. |
- Jansson, Malin, et al.
(författare)
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Online question and answer sessions : How students support their own and other students' processes of inquiry in a text-based learning environment
- 2021
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Ingår i: The Internet and higher education. - : Elsevier BV. - 1096-7516 .- 1873-5525. ; 51
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Tidskriftsartikel (refereegranskat)abstract
- Online tutoring has been found to have a positive impact on student learning in STEM education. The aim of this study was to explore how and to what extent students supported their own and other students' processes of inquiry during online tutoring. More specifically, question and answer sessions (Q&As) were studied, and online tutoring transcripts were analyzed using the Relationship of Inquiry coding scheme adapted from the Community of Inquiry framework. The students interacted voluntarily with each other and with the teachers. The results show that the students supported both their own process of inquiry as well as other students' process of inquiry. Furthermore, the results indicate that students acquired metacognitive development through self- and coregulation when they expressed teaching presence. Overall, we conclude that Q&As have the potential to support student learning when working on assignments in STEM education.
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| 12. |
- Knutsson, Ola, et al.
(författare)
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Identifying different registers of digital literacy in virtual learning environments
- 2012
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Ingår i: The Internet and higher education. - : Elsevier BV. - 1096-7516 .- 1873-5525. ; 15:4, s. 237-246
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Tidskriftsartikel (refereegranskat)abstract
- In this paper social semiotics, and systemic functional linguistics in particular, are used in order to identify registers of digital literacy in the use of virtual learning environments. The framework of social semiotics provides means to systemize and discuss digital literacy as a linguistic and semiotic issue. The following research question was investigated in the paper: What different registers of digital literacy could be identified when students and teachers communicate and interact in a VLE? The research question was answered by. initially, an application of social semiotics to virtual learning environments, and its relation to the knowledge domains of everyday, specialized and reflexive digital literacy. This application was then further developed, using an analysis of a course specific use of a virtual learning environment in a case study. The study identified discrepancies between the digital literacies of teachers. designers and students. These discrepancies mean that a shared semiotic register was sometimes difficult to maintain. The conclusion is that the designers and teachers as co-designers of virtual learning environments need a better understanding of everyday digital literacy in order to design more sufficient learning environments. The paper shows that digital literacy must be considered as a situated practice, and that it concerns functional and communicative competencies rather than acquiring a set of technical skills.
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| 13. |
- Källkvist, Marie, 1967-, et al.
(författare)
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Personalised Virtual Learning Spaces to Support Undergraduate Students when Producing Research Reports : Two Case Studies
- 2009
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Ingår i: The Internet and higher education. - : Elsevier BV. - 1096-7516 .- 1873-5525. ; 12, s. 35-44
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study was to create and evaluate personalised virtual learning spaces (PVLSs) in a course that was previously delivered face-to-face only. The study addressed three related questions: (1) Can a PVLS successfully be introduced into a course where IT has not previously featured? (2) Can the PVLSs be used to enhance the assessment from an extended essay to a higher-level empirical research project? (3) What are the perceptions of the students and the tutor of the PVLSs in terms of access, clarity and usefulness of the supervision of undergraduate research projects? Results showed that the introduction of the PVLSs into the course was trouble-free and that the PVLSs were able to enhance assessment. The vast majority of students and their tutor showed high levels of satisfaction, particularly with (1) the messaging tool, which allowed asynchronous, one-to-one communication with the tutor, and (2) the interactive web-forms, which provided structured guidance of how to conduct a small-scale empirical research project. The study concludes that the interactive web-forms and messaging tool can be beneficial functions of virtual learning spaces.
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| 14. |
- Selander, Staffan, 1947-, et al.
(författare)
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Multimodal design, learning and cultures of recognition
- 2012
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Ingår i: The Internet and higher education. - Amsterdam : Elsevier. - 1096-7516 .- 1873-5525. ; 15:4, s. 265-268
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Tidskriftsartikel (refereegranskat)abstract
- In this article, a design-oriented, multimodal understanding of learning will be outlined. There seems to be a need for a new conceptualisation of learning in an era characterised by an increasing virtual space, blended media and new communicative patterns. This means a broader understanding of learning, and a theoretical understanding of transformational and interactive processes, where meaning-making, the role of agency, and what is seen as proper representations and as signs of learning in a cultural context are central issues.
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| 15. |
- Stenbom, Stefan, 1982-
(författare)
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A systematic review of the Community of Inquiry survey
- 2018
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Ingår i: The Internet and higher education. - : Elsevier. - 1096-7516 .- 1873-5525. ; 39, s. 22-32
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this paper is to gain knowledge about the implementation and development of the Community of Inquiry survey. This paper describes a systematic review of peer-reviewed journal papers where the survey has been used to collect and analyze empirical data about a learning experience. A total of 103 journal papers published between 2008 and 2017 were reviewed to reveal the context, research design, and results obtained using the survey. These results specify that the Community of Inquiry survey provide results that are valid and reliable. The instrument has been used effectively to examine learning experiences and to compare different premises in many contexts. It is, however, necessary to expand the settings in order to make more general claims about the nature of online and blended learning.
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| 16. |
- Källkvist, Marie, et al.
(författare)
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Personalised virtual learning spaces to support undergraduates in producing research reports: two case studies
- 2009
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Ingår i: The Internet and Higher Education. - : Elsevier BV. - 1096-7516. ; 12:1, s. 35-44
-
Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study was to create and evaluate personalised virtual learning spaces (PVLSs) in a course that was previously delivered face-to-face only. The study addressed three related questions: (1) Can a PVLS successfully be introduced into a course where IT has not previously featured? (2) Can the PVLSs be used to enhance the assessment from an extended essay to a higher-level empirical research project? (3) What are the perceptions of the students and the tutor of the PVLSs in terms of access, clarity and usefulness of the supervision of undergraduate research projects? Results showed that the introduction of the PVLSs into the course was trouble-free and that the PVLSs were able to enhance assessment. The vast majority of students and their tutor showed high levels of satisfaction, particularly with (1) the messaging tool, which allowed asynchronous, one-to-one communication with the tutor, and (2) the interactive web-forms, which provided structured guidance of how to conduct a small-scale empirical research project. The study concludes that the interactive web-forms and messaging tool can be beneficial functions of virtual learning spaces.
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| 17. |
- Höglund, Linda, 1974-, et al.
(författare)
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Optimising uniformity of InAs/(InGaAs)/GaAs quantum dots grown by metal organic vapor phase epitaxy
- 2006
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Ingår i: Applied Surface Science. - : Elsevier. - 0169-4332 .- 1873-5584. ; 252:15, s. 5525-5529
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Tidskriftsartikel (refereegranskat)abstract
- A route towards optimisation of uniformity and density of InAs/(InGaAs)/GaAs quantum dots grown by metal organic vapor phase epitaxy (MOVPE) through successive variations of the growth parameters is reported. It is demonstrated that a key parameter in obtaining a high density of quantum dots is the V/III ratio, a fact which was shown to be valid when either AsH3 (arsine) or tertiary-butyl-arsine (TBA) were used as group V precursors. Once the optimum V/III ratio was found, the size distribution was further improved by adjusting the nominal thickness of deposited InAs material, resulting in an optimum thickness of 1.8 monolayers of InAs in our case. The number of coalesced dots was minimised by adjusting the growth interruption time to approximately 30 s. Further, the uniformity was improved by increasing the growth temperature from 485 °C to 520 °C. By combining these optimised parameters, i.e. a growth temperature of 520 °C, 1.8 monolayers InAs thickness, 30 s growth stop time and TBA as group V precursor, a full-width-half-maximum (FWHM) of the low temperature luminescence band of 40 meV was achieved, indicating a narrow dot size distribution.
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