| 1. |
- Bälter, Katarina, et al.
(författare)
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A Web-Based Program About Sustainable Development Goals Focusing on Digital Learning, Digital Health Literacy, and Nutrition for Professional Development in Ethiopia and Rwanda : Development of a Pedagogical Method
- 2022
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Ingår i: JMIR Formative Research. - : JMIR Publications Inc.. - 2561-326X. ; 6:12
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Tidskriftsartikel (refereegranskat)abstract
- Background: East African countries face significant societal challenges related to sustainable development goals but have limited resources to address these problems, including a shortage of nutrition experts and health care workers, limited access to physical and digital infrastructure, and a shortage of advanced educational programs and continuing professional development.Objective: This study aimed to develop a web-based program for sustainable development with a focus on digital learning, digital health literacy, and child nutrition, targeting government officials and decision-makers at nongovernmental organizations (NGOs) in Ethiopia and Rwanda.Methods: A web-based program—OneLearns (Online Education for Leaders in Nutrition and Sustainability)—uses a question-based learning methodology. This is a research-based pedagogical method developed within the open learning initiative at Carnegie Mellon University, United States. Participants were recruited during the fall of 2020 from ministries of health, education, and agriculture and NGOs that have public health, nutrition, and education in their missions. The program was conducted during the spring of 2021.Results: Of the 70 applicants, 25 (36%) were selected and remained active throughout the entire program and filled out a pre- and postassessment questionnaire. After the program, of the 25 applicants, 20 (80%, 95% CI 64%-96%) participants reported that their capacity to drive change related to the sustainable development goals as well as child nutrition in their organizations had increased to large extent or to a very large extent. Furthermore, 17 (68%, 95% CI 50%-86%) and 18 (72%, 95% CI 54%-90%) participants reported that their capacity to drive change related to digital health literacy and digital learning had increased to a large extent and to a very large extent, respectively.Conclusions: Digital learning based on a question-based learning methodology was perceived as a useful method for increasing the capacity to drive change regarding sustainable development among government officials and decision-makers at NGOs in Ethiopia and Rwanda.
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| 2. |
- Bälter, Olle, et al.
(författare)
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English-medium instruction and impact on academic performance: a randomized control study
- 2023
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Ingår i: Applied Linguistics Review. - : Walter de Gruyter GmbH. - 1868-6311 .- 1868-6303. ; In Press
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Tidskriftsartikel (refereegranskat)abstract
- Stakeholders and researchers in higher education have long debated the consequences of English-medium instruction (EMI); a key assumption of EMI is that students' academic learning through English should be at least as good as learning through their first language (usually the national language). This study addressed the following question: “What is the impact from English-medium instruction on students’ academic performance in an online learning environment?” “Academic performance” was measured in two ways: number of correctly answered test questions and through-put/drop-out rate. The study adopted an experimental design involving a large group (n = 2,263) randomized control study in a programming course. Student participants were randomly allocated to an English-medium version of the course (the intervention group) or a Swedish-medium version of the course (the control group). The findings were that students enrolled on the English-medium version of the course answered statistically significantly fewer test questions correctly; the EMI students also dropped out from the course to a statistically significantly higher degree compared to students enrolled on the Swedish version of the course. The conclusion of this study is thus that EMI may, under certain circumstances, have negative consequences for students’ academic performance.
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| 3. |
- Bälter, Olle, et al.
(författare)
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Student approaches to learning in relation to online course completion
- 2013
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Ingår i: Canadian Journal of Higher Education. - : The Canadian Journal of Higher Education/la Revue canadienne d'enseignement superieur. - 0316-1218 .- 2293-6602. ; 43:3, s. 1-18
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates the relationship between approaches to studying and course completion in two online preparatory university courses in mathematics and computer programming. The students participating in the two courses are alike in age, gender, and approaches to learning. Four hundred and ninety-three students participating in these courses answered the short version of the Approaches and Study Skills Inventory for Students (ASSIST). Results show that students demonstrating a deep approach to learning in either course are more likely to complete. In the mathematics course, a combination of deep and strategic approaches correlates positively with course completion. In the programming course, students who demonstrate a surface approach are less likely to complete. These results are in line with the intentions of the course designers, but they also suggest ways to improve these courses. Furthermore, the study demonstrates that ASSIST can be used to evaluate course design.
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| 4. |
- Henriksson, Hanna, et al.
(författare)
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A New Mobile Phone-Based Tool for Assessing Energy and Certain Food Intakes in Young Children : A Validation Study
- 2015
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Ingår i: JMIR mhealth and uhealth. - : JMIR Publications. - 2291-5222. ; 3:2
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Tidskriftsartikel (refereegranskat)abstract
- Background: Childhood obesity is an increasing health problem globally. Obesity may be established already at pre-school age. Further research in this area requires accurate and easy-to-use methods for assessing the intake of energy and foods. Traditional methods have limited accuracy, and place large demands on the study participants and researchers. Mobile phones offer possibilities for methodological advancements in this area since they are readily available, enable instant digitalization of collected data, and also contain a camera to photograph pre- and post-meal food items. We have recently developed a new tool for assessing energy and food intake in children using mobile phones called the Tool for Energy Balance in Children (TECH).Objective: The main aims of our study are to (1) compare energy intake by means of TECH with total energy expenditure (TEE) measured using a criterion method, the doubly labeled water (DLW) method, and (2) to compare intakes of fruits and berries, vegetables, juice, and sweetened beverages assessed by means of TECH with intakes obtained using a Web-based food frequency questionnaire (KidMeal-Q) in 3 year olds.Methods: In this study, 30 Swedish 3 year olds were included. Energy intake using TECH was compared to TEE measured using the DLW method. Intakes of vegetables, fruits and berries, juice, as well as sweetened beverages were assessed using TECH and compared to the corresponding intakes assessed using KidMeal-Q. Wilcoxon matched pairs test, Spearman rank order correlations, and the Bland-Altman procedure were applied.Results: The mean energy intake, assessed by TECH, was 5400 kJ/24h (SD 1500). This value was not significantly different (P=.23) from TEE (5070 kJ/24h, SD 600). However, the limits of agreement (2 standard deviations) in the Bland-Altman plot for energy intake estimated using TECH compared to TEE were wide (2990 kJ/24h), and TECH overestimated high and underestimated low energy intakes. The Bland-Altman plots for foods showed similar patterns. The mean intakes of vegetables, fruits and berries, juice, and sweetened beverages estimated using TECH were not significantly different from the corresponding intakes estimated using KidMeal-Q. Moderate but statistically significant correlations (ρ=.42-.46, P=.01-.02) between TECH and KidMeal-Q were observed for intakes of vegetables, fruits and berries, and juice, but not for sweetened beverages.Conclusion: We found that one day of recordings using TECH was not able to accurately estimate intakes of energy or certain foods in 3 year old children.
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| 5. |
- Pettersson, Kerstin, et al.
(författare)
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Approaches to studying in first-year engineering : comparison between inventory scores and students' descriptions of their approaches through interviews
- 2018
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Ingår i: Higher Education. - : Springer Science and Business Media LLC. - 0018-1560 .- 1573-174X. ; 75:5, s. 827-838
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Tidskriftsartikel (refereegranskat)abstract
- This combined interview and survey study explored the relationship between interview data and data from an inventory describing engineering students' ratings of their approaches to studying. Using the 18-item Approaches and Study Skills Inventory for Students (ASSIST) students were asked to rate their approaches to studying in relation to particular statements. A subsample of nine first-year engineering students participated in subsequent interviews exploring their experiences of studying and learning. The students' views were examined and interpreted into inventory scores which were compared to the students' actual ratings. The interviews confirmed the scales measured in the inventory and provided illustrations to them. While students who were extreme in either approach were easier to interpret, others provided a good example of the complex combination of approaches that can exhibit itself in one individual. The study illustrates how combined data sets can contribute to achieve a holistic understanding of student learning in its context.
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| 6. |
- Raposo, S. E., et al.
(författare)
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Intake of vitamin C, vitamin E, selenium, zinc and polyunsaturated fatty acids and upper respiratory tract infection-a prospective cohort study
- 2017
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Ingår i: European Journal of Clinical Nutrition. - : NATURE PUBLISHING GROUP. - 0954-3007 .- 1476-5640. ; 71:4, s. 450-457
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND/OBJECTIVES: Antioxidants and polyunsaturated fatty acids (PUFAs) have a role in the human immune defense and may affect the susceptibility to upper respiratory tract infection (URTI). To examine dietary intake of vitamin C, vitamin E, selenium, zinc and PUFAs in relation to URTI incidence in a prospective cohort study. SUBJECTS/METHODS: A total of 1533 Swedish women and men aged 25-64 years were followed for nine months during 2011-2012. Information on dietary intake was assessed through a web-based food frequency questionnaire, and events of URTI were self-reported prospectively as they occurred. Cox proportional hazards regression was applied to obtain incidence rate ratios with 95% confidence intervals. RESULTS: The mean number of URTI events was 0.9 among all participants, 1.0 among women and 0.7 among men. In women, the incidence rate ratios ( 95% confidence interval) for high compared with low intake were 0.69 (0.55-0.88) for vitamin C, 0.77 (0.62-0.96) for vitamin E, 0.57 (0.39-0.83) for docosahexaenoic acid (DHA) and 0.80 (0.65-0.99) for arachidonic acid ( AA). No association was found for selenium or zinc among women. In men, an increased URTI incidence was seen with medium vitamin E intake (1.42 (1.09-1.85)) and high zinc intake (1.50 (1.04-2.16)). No association was found for vitamin C, selenium or PUFAs among men. CONCLUSIONS: We found an inverse association of URTI incidence among women for vitamin C, vitamin E, DHA and AA intake and a positive association among men for vitamin E and zinc intake. The observed gender differences warrant further investigation.
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| 7. |
- Viberg, Olga, et al.
(författare)
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The current landscape of learning analytics in higher education
- 2018
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Ingår i: Computers in human behavior. - : Elsevier. - 0747-5632 .- 1873-7692. ; 89, s. 98-110
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Forskningsöversikt (refereegranskat)abstract
- Learning analytics can improve learning practice by transforming the ways we support learning processes. This study is based on the analysis of 252 papers on learning analytics in higher education published between 2012 and 2018. The main research question is: What is the current scientific knowledge about the application of learning analytics in higher education? The focus is on research approaches, methods and the evidence for learning analytics. The evidence was examined in relation to four earlier validated propositions: whether learning analytics i) improve learning outcomes, ii) support learning and teaching, iii) are deployed widely, and iv) are used ethically. The results demonstrate that overall there is little evidence that shows improvements in students' learning outcomes (9%) as well as learning support and teaching (35%). Similarly, little evidence was found for the third (6%) and the forth (18%) proposition. Despite the fact that the identified potential for improving learner practice is high, we cannot currently see much transfer of the suggested potential into higher educational practice over the years. However, the analysis of the existing evidence for learning analytics indicates that there is a shift towards a deeper understanding of students’ learning experiences for the last years.
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| 8. |
- Bälter, Olof, 1962-
(författare)
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Effektivare e-post : konkreta råd för ett bättre e-postliv
- 2012
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Bok (populärvet., debatt m.m.)abstract
- Trots nya medier och medföljande spådomar om e-postens snara död räknar man med en årlig tillväxt i antalet brev på 6% 2012–2016. Det betyder att du om fyra år förväntas hantera ytterligare 25% mer e-brev än idag. Vi kan inte påverka hur andra använder e-post, men vi kan förändra vårt eget sätt att läsa, skriva och skicka brev vilket kan underlätta situationen avsevärt.Olle Bälter disputerade 1998 på en avhandling om våra e-postvanor som har blivit populär i media där Olle går under namnet ”epostdoktorn”. I denna bok har han samlat forskningsresultat och formulerat rekommendationer för hur just du ska kunna hantera din e-post effektivare oavsett om du är en vanlig eller tungt belastad e-postanvändare.
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| 9. |
- Bälter, Olof, 1962-, et al.
(författare)
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Keystroke-level analysis to estimate time to process pages in online learning environments
- 2018
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Ingår i: Interactive Learning Environments. - : Taylor & Francis. - 1049-4820 .- 1744-5191. ; 26:4, s. 476-485
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Tidskriftsartikel (refereegranskat)abstract
- It is challenging for students to plan their work sessions in online environments, as it is very difficult to make estimates on how much material there is to cover. In order to simplify this estimation, we have extended the Keystroke-level analysis model with individual reading speed of text, figures, and questions. This was used to estimate how long students might take to work through pages in an online learning environment. The estimates from the model were compared to data collected from 902 volunteer students. Despite the huge differences in reported reading speeds between students, the presented model performs reasonably well and could be used to give learners feedback on how long it takes to work through pages in online learning environments. This feedback could be used to support students’ motivation and effort regulation as they work through online course components. Although the model performs reasonably well, we propose giving feedback in the form of intervals to indicate the uncertainty of the estimates.
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| 10. |
- Bälter, Olof, 1962-
(författare)
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Moving Technology-Enhanced-Learning Forward : Bridging Divides through Leadership
- 2017
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Ingår i: International Review of Research in Open and Distance Learning. - : Athabasca University Press. - 1492-3831. ; 18:3, s. 167-177
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Tidskriftsartikel (refereegranskat)abstract
- A study of academics and professional staff engaged in the emerging field of Technology Enhanced Learning (TEL) reveal three areas of significant difference in reference to perspectives about TEL. These differences rest on the following individual characteristics: 1) research areas and competencies, 2) academic level, and 3) attitudes towards teaching. While the number of respondents is small, the data set is rich due to a diverse group of respondents. Leadership strategy that rests on appreciative inquiry to draw these perspectives together could begin with implementation of five ways of working collaboratively: acknowledge unique skills different from one’s own, understand driving forces from different vantage points, learn enough about other views to show respect, identify common goals and incentives for all, and include people from all relevant groups.
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| 11. |
- Bälter, Olof, 1962-, et al.
(författare)
-
Reduced Learning Time with Maintained Learning Outcomes
- 2021
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Ingår i: <em>Proceedings of the 52nd ACM Technical Symposium on Computer Science Education</em>. - New York : Association for Computing Machinery (ACM). ; , s. 660-665
-
Konferensbidrag (refereegranskat)abstract
- Many online learning initiatives have failed to reach beyond the environments in which they were first developed. One exception is the Open Learning Initiative (OLI) at Carnegie Mellon University (CMU). In an attempt to validate the question-based learning methodology implemented in OLI, we developed online material for an introductory course in object-oriented programming, and tested it on two course offerings with a total of 70 students. As our course has been given in the same format for several years, we also had comparable assessment data for two classes prior to our intervention in order to determine that we did not introduce any obvious harm with this methodology. Findings show a reduced teaching and learning time by 25%. No statistically significant differences could be found in the results of the assessment quizzes nor confidence surveys completed by the students. The two teachers (the same who handled the classes before the intervention) took different paths to teaching preparations with this new methodology. One teacher increased preparations, whilst the other reduced them, but both teachers were convinced that using online question-based learning was superior to the previous lecture and textbook-based approach, both for the students and themselves in terms of overall satisfaction. We also gathered time logs from the development to estimate return on investment.
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| 12. |
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| 13. |
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| 14. |
- Glassey, Richard, et al.
(författare)
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Addressing the double challenge of learning and teaching enterprise technologies through peer teaching
- 2020
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Ingår i: Proceedings - International Conference on Software Engineering. - New York, NY, USA : IEEE Computer Society. ; , s. 130-138
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Konferensbidrag (refereegranskat)abstract
- Students face difficulties when transitioning from introductory programming to using more complex enterprise technologies, such as libraries, software frameworks and development kits. Whilst much literature has been devoted to how to teach introductory programming effectively, less attention is devoted towards managing the transition towards more complex technologies. This work presents the design, experience and evaluation of a module that engages students with a range of enterprise technologies. The module uses peer teaching to transfer the responsibility to students for teaching each other about the technologies. As such, this reduces the need for the teacher to invest time in preparing materials, and it is feasible to cover more technologies depending upon the number of teaching teams. The evaluation, conducted on a cohort of 34 students studying six enterprise technologies over the course of one week, revealed overwhelmingly positive experiences with this approach. For the teacher, effort for preparation and delivery was minimal, and the feedback on the module was highly positive.
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| 15. |
- Glassey, Richard, et al.
(författare)
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Learnersourcing analytics
- 2023
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Ingår i: Practicable Learning Analytics. - Cham : Springer International Publishing. ; , s. 155-175
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- A good source of data for learning analytics is the online questions and answers posed to the learners during the course. However, there are several reports on the challenges of question construction as these questions are time consuming to construct and verify, especially if you go beyond multiple-choice questions. One remedy to this is learnersourcing that includes the learners in the generation and verification of these questions for both pedagogical reasons and resource conservation. Learnersourcing is one solution to producing and improving learning activities at scale by leveraging student effort. It also creates a new layer of learner data to analyse: first, in terms of the behaviour traces from producing learning activities; and second in terms of the impressions that other learners and teachers have from taking or reviewing those activities. This chapter will introduce basic concepts and examples of learnersourcing along with examples and approaches to applying a learning analytics lens upon the data traces that are produced.
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| 16. |
- Glassey, Richard, et al.
(författare)
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Put the Students to Work : Generating Questions with Constructive Feedback
- 2020
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Ingår i: IEEE Frontiers in Education Conference (FIE 2020). - : Institute of Electrical and Electronics Engineers (IEEE).
-
Konferensbidrag (refereegranskat)abstract
- Feedback has been long understood to be a vital component of learning. This is even more important in an online environment, where access to teachers is limited or unavailable. When online learning material is interspersed with opportunities for students to test their knowledge, there is a golden opportunity to give feedback and fix misconceptions immediately. All too often this opportunity is missed or mishandled in online learning platforms - either providing no feedback, or providing it at a coarse level of granularity. Furthermore, generating constructive feedback at a fine level of granularity is so time consuming as to be prohibitive. In this work, we build upon literature that has established students can be recruited to generate quality multiple choice questions, by exploring if students can also generate quality feedback to compliment the questions they generate. In the first iteration of an introductory programming course, we tasked 35 students to generate six questions each over three weeks, and analysed this dataset to generate principles of creating good multiple choice questions with constructive feedback. In the second iteration of the course, we repeated the same task, but provided students with the principles. The results showed an increased occurrence of good feedback when compared to the previous iteration with minimal need for additional intervention by teachers.
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| 17. |
- Glassey, Richard, et al.
(författare)
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Quality Agreement on Learnersourced Multiple Choice Questions
- 2022
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Ingår i: LSGCS 2022 - Proceedings of the Workshop on Learnersourcing: Student-Generated Content @ Scale 2022, co-located with 9th ACM Conference on Learning @ Scale, L@S 2022. - : CEUR-WS. ; , s. 45-49
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Konferensbidrag (refereegranskat)abstract
- Learnersourcing presents an efficient and economical pathway to producing more learning content, whilst engaging students more actively and deeply in their learning. However, it also presents new challenges to solve. Most of all, how best can we manage the variance in quality of content produced. In this work, we focus on the extent to which students and teachers agree on quality of learnersourced multiple choice questions. Students (n=30) were tasked with producing six questions over three weeks of an introductory programming course as part of their assessment. They also had to review 12 questions authored by their peers over the same period using a set of principles for good questions. After this period, four teaching staff involved with the course reviewed the student questions using the same process and principles. Inter-rater reliability statistics found overall positive agreement across principles, however this dropped to weaker agreement for principles aimed at more subjective and higher order concerns of question quality and quality of question feedback.
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| 18. |
- Glassey, Richard, et al.
(författare)
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Sustainable Approaches for Accelerated Learning
- 2021
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Ingår i: Sustainability. - : MDPI AG. - 2071-1050. ; 13:21, s. 11994-
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Tidskriftsartikel (refereegranskat)abstract
- Sustainable education does not yet have a widely accepted definition in the literature. In this work, we start from the Sustainable Development Goal of Quality Education for All (SDG4) and interpret sustainable education as increasing the quality of learning whilst conserving the resources required to produce and deliver it. From this interpretation, we argue that one path towards realising sustainable education is through the identification of teaching practices that satisfy these conditions of increased quality whilst conserving resources. We present an overview of four case studies, where the conditions for sustainable education are demonstrated through the effective use of people, processes and technologies. Each case represents an intervention that was made to improve the quality of education within an intensive three-month project, which trained immigrants to be employable in the IT industry as junior software developers. Whilst the interventions are independent and unique, they are connected by the themes of quality improvement and resource conservation. In isolation, each specific case produced improvements for both teachers and students; however, it is by combining such approaches that we can start to realise the path towards sustainable education that will help lead to a better quality of education for all. The findings of this work suggest that quality education does not come at the cost of increased resource demands; rather, approaches exist that can be considered to satisfy the conditions for sustainable education.
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| 19. |
-
Nordic Learning Analytics (Summer) Institute 2021
- 2021
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Proceedings (redaktörskap) (refereegranskat)abstract
- The present event is the 4th Nordic Learning Analytics Institute (NLASI) (1st NLASI was held in Bergen (Norway) in 2017, 2d - in Copenhagen (Denmark) in 2018, 3d- in Tallin (Estonia) in 2019). There were 15 papers submitted for peer-review to NLASI 2021. Out of these, 8 papers were accepted for this volume, 7 as regular papers and 1 as a short paper. NLASI 2021 was sponsored by Digital Futures and the Digitalisation Platform at KTH Royal Institute of Technology, Stockholm, Sweden.
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| 20. |
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| 21. |
- Snider, Johan, et al.
(författare)
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Learning in the Pandemic : How the possibility to play video games during class and attend lessons without getting out of bed affects time-on-task
- 2022
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Ingår i: IEEE Frontiers in Education Conference (FIE). - : Institute of Electrical and Electronics Engineers (IEEE).
-
Konferensbidrag (refereegranskat)abstract
- This Innovate Practice work-in-progress paperpresents findings around how distance learning, due to the theCOVID-19 pandemic, affected students as measured by time-ontask in programming.In this qualitative study, we examine a group of 36 second yearupper-secondary students in Programming 1 during a nine weekperiod in Spring 2021. During this time, they alternated betweenone whole week of distance learning followed by two weeks of inschool instruction. For the Programming 1 lessons, students usedan online platform to write, edit and run code in. We analyzedthe log data from the platform to estimate time-on-task for eachstudent for every lesson both at home and at school.We observed that students were affected differently by distancelearning as measured by time-on-task. 12 students had moreaverage time-on-task at school. 15 students had more averagetime-on-task at home. Nine students had less than five minutesdifference on average.In addition to the analysis of time-on-task, students weregiven a survey in Fall 2021 to follow up on their experienceswith in-school teaching and distance learning. In the survey,students were asked questions about their study environment athome during distance learning. From the responses, 13 studentsdescribed their study environment as “in bed” despite having access to a table and chair in a room for themselves and twentythree students described their study environment as “playingvideo games during online lectures”. Not surprisingly, studentsthat said they were playing video games during online lectureshad a lower average time-on-task by about ten minutes than theirpeers. Interestingly, students that said they participated in classin bed had a higher average time-on-task by about ten minutesthan their peers.Correlating responses from the survey and time-on-task data,we reason about how students’ study environments at homeaffected their time-on-task and how distance learning has affectedstudents in the pandemic.
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| 22. |
- Viberg, Olga, 1982-, et al.
(författare)
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Faculty pedagogical developers as enablers of technology‐enhanced learning
- 2018
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Ingår i: British Journal of Educational Technology. - : Wiley. - 0007-1013 .- 1467-8535. ; , s. 1-14
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Tidskriftsartikel (refereegranskat)abstract
- As the integration of digital technologies in higher education continues to increase, there is a need to understand how to best support university teachers as designers of technology‐enhanced learning (TEL) in order to support students to achieve academic success. In this study, we have examined the Faculty Pedagogical Developer Initiative at KTH Royal Institute of Technology in Sweden, an innovative project to support a bottom‐up change process of teachers as designers of TEL, with the intent to strengthen the professional pedagogical development for the faculty. Data were collected from interviews and official documents. Actor–network theory was applied for the analysis. The results suggest that the initiative stimulated both practical implementation of digital technology in educational programmes and also spurred a debate about teachers as designers of TEL between these pedagogical developers and other teachers across different schools and subjects at KTH. However, there are important social, organisational and technical challenges that should be considered when developing support for university teachers as designers of TEL. This paper concludes that this process requires a deep understanding of four interrelated elements: information, technology, organisation and social arrangements.
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| 23. |
- Viberg, Olga, 1982-, et al.
(författare)
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Validating an instrument to measure teachers' preparedness to use digital technology in their teaching
- 2020
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Ingår i: Nordic Journal of Digital Literacy. - : Universitetsforlaget AS. - 1891-943X. ; 15:1, s. 38-54
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Tidskriftsartikel (refereegranskat)abstract
- In order to effectively integrate digital technology into education, it is necessary to examine and understand teachers' preparedness to use digital technology in education. The objective of this pilot study is to validate a self-reported instrument to measure teachers' preparedness to use Information and Communication Technologies for learning and teaching. The survey items of the instrument are grounded and developed on the basis of the Unified Theory of Acceptance and Use of Technology and Technological Pedagogical Content Knowledge. Data was collected from a sample of 157 teachers at seven K-9 schools in Sweden and analysed mainly using exploratory factor analysis. The results yielded a seven-factor structure comprising a model of teachers' digital competence focusing on their preparedness. These factors are: (1) Abilities to use digital learning technology, (2) Social influence and support, (3) Intention of use, (4) Usefulness and efficiency, (5) Limitation awareness, (6) Pedagogical potential, and (7) Assistance awareness. The results of this study aim to support schools when encouraging and supporting teachers to use technology in teaching and learning. They can also be used to measure differences before and after inventions, such as on the job teacher training.
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| 24. |
- Wiggberg, Mattias, et al.
(författare)
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Effective Reskilling of Foreign-Born People at Universities-The Software Development Academy
- 2022
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Ingår i: IEEE Access. - : Institute of Electrical and Electronics Engineers (IEEE). - 2169-3536. ; 10, s. 24556-24565
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Tidskriftsartikel (refereegranskat)abstract
- Contribution: An intensive three-month educational program can be used for rapid integration of foreign-born people into the IT industry. A novel method for integrating industrial needs with the practical parts of a bachelor's Computer Science program. Background: The program was motivated by (1) the societal need to increase the meaningful integration of immigrants into the workforce, and (2) the demand for IT specialists in the IT labor market. Intended outcomes: An effective intensive software developer program with a high level of industrial integration and a working matching model for employment. Application design: The program consists of three different phases; recruitment of participants, training and job matching. The training is divided into six modules using five different teaching methods. An evaluation model, based on passive and active data, is implemented with fast learning loops for teachers and participants. Findings: The program has been run seven times with 263 unemployed participants of different nationalities. On average 82.6 percent of the participants found employment in the IT industry within 5 months of the course ending. Female participants are in the majority and are more successful in securing employment. The findings suggest that it was possible to rapidly prototype and deliver an advanced reskilling program within a university setting and use it as a positive method to support newcomers find meaningful work that has a direct benefit for the local IT industry, as well as for the wider society.
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