| 1. |
- Carlsson, Sven A., et al.
(författare)
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Towards a Design Science Research Approach for IS Use and Management: : Applications from the Areas of Knowledge Management, E-learning and IS Integration
- 2008
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Ingår i: Proceedings of the Third International Conference on Design Science Research in Information Systems and Technology (DESRIST 2008). ; , s. 111-131
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Konferensbidrag (refereegranskat)abstract
- Design science research is an essential part of IS research since the field should not only try to understand how the world is but also how to change it. We argue that the aim of IS design science research should be to develop practical knowledge not only for the design and improvement of IS but also for IS use and management. Whereas substantial methodological support exists for researchers engaged in behavioral IS research, only limited methodological support exists for researchers with the ambition to develop new IS design theories and new IT artifacts. For the development of design theories for IS use and management the methodological support is even weaker. To overcome this shortcoming we suggest an approach for design research on IS use and management. We give three examples of the proposed approach in use by applying it to the areas of knowledge management systems, e-learning and IS integration.
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| 2. |
- Carlsson, Sven, et al.
(författare)
-
An Approach for Designing Management Support Systems: The Design Science Research Process and its Outcomes
- 2009
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Konferensbidrag (refereegranskat)abstract
- Design science research involves creating and evaluating innovative methods and approaches to be used in design practice. We present an approach to be used in the process of designing Management Support Systems (MSS). The nature of managerial work makes the design, development, and implementation of MSS a major challenge. The MSS literature suggests that determining MSS requirements and specification of MSS are the most critical phases in MSS design and development. We present an approach that can be used as a guide for MSS design, with a primary focus on MSS requirements determination and how requirements can be fulfilled using information and communication technologies (ICT). The approach builds on Quinn and associates’ competing values model (CVM) of organizational effectiveness. The approach can guide MSS designers in designing MSS that support different managerial roles, i.e., the development of MSS that support managerial cognition, decision, and action.
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| 3. |
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| 4. |
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| 5. |
- Cleveland-Innes, M., et al.
(författare)
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Faculty change in engineering education : Case study of a blended course about blended and online learning
- 2015
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Ingår i: ASEE Annual Conference and Exposition, Conference Proceedings.
-
Konferensbidrag (refereegranskat)abstract
- This paper reports results from a case study of teaching development in engineering education at KTH Royal Institute of Technology in Stockholm, Sweden, in answer to the research question "what impact, if any, does participation in a blended course about teaching in blended face-to-face and online formats have on faculty views about teaching in engineering education?" Early results indicate that 1) faculty can assess the value of online and blended learning through this experience, 2) faculty engaged actively in online and face-to-face discussions of pedagogy, 3) disciplinary differences in the application of online and blended learning are a concern to STEM faculty, and 4) the evaluation and implementation, if any, of online and blended learning in engineering education has to include discussions beyond the use of applicable technologies.
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| 6. |
- Cleveland-Innes, Martha, et al.
(författare)
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The Influence of Emotion on Cognitive Presence in a Case of Online Math Coaching
- 2014
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Ingår i: Challenges for Research into Open & Distance Learning. - Oxford. - 9789638955999 ; , s. 87-94
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Konferensbidrag (refereegranskat)abstract
- The Math Coach program provides help with mathematics instruction using online coaching. Instructive communication using text-based CMC with additional whiteboard capacity is used. Coachees range from sixth to ninth year of compulsory school, and upper secondary school (aged 12–19). Coaches are enrolled from students at teacher training colleges. Stenbom, Cleveland-Innes, & Hrastinski (2012) introduced a framework for analyzing online coaching called the Relationship of Inquiry. That framework is a modification of the well-researched and verified theoretical framework the online Community of Inquiry (Garrison, Anderson, & Archer ( 2000, 2001). Transcript analysis of Math Coach conversations indicates that emotional expression is a natural part of the practical inquiry process that constitutes cognitive presence.
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| 7. |
- Forslind, Eva-Lena, 1971-
(författare)
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Peer feedback with support of digital technology in visual art education
- 2023
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This licentiate thesis focuses on the development of the idea process in art education using digital peer feedback. In the school subject visual art, the visual idea process, e.g., when students sketch their ideas, is an important phase in a project. When an idea takes form, there is the possibility for considering the idea in a new way, for others to study and discuss it, and most importantly, for generating new ideas. By digitally sharing their visual idea process and providing feedback, students can become more aware of their own and others' creative processes. Peer feedback in this thesis leans on two theories. The first is self-regulated learning, meaning that students formulate goals and identify needs (both their own and others’) when learning. In the feedback activity, the student is responsible for their own idea and for the visual feedback given to other students. They also receive valuable input when providing feedback. The second feedback theory is social constructivism and the zone of proximal development, i.e., the difference between what students accomplish in learning with the help of others and what students accomplish by themselves. In this study it is shown (by focusing on the social aspects of peer feedback) that when students help others, they develop their own products far more than they might have done if working individually. On two occasions, I observed and investigated how students (an eighth-grade and sixth-grade class) developed and digitally shared visual ideas supported by digital peer feedback. Thematic analysis was used on data gathered on both occasions (i.e. in both iterations of the study) to identify different types of feedback provided by students. In the first iteration, the feedback was in written form, and through analysis, five themes were created that described different types of peer feedback. In the second iteration, feedback was provided using various visual techniques, and through the analysis, four themes were formed. In each iteration of the study, four categories were created to describe the degree of change between the first and final sketches. The results suggest that using digital tools and peer feedback activities in visual art could help improve students’ abilities to develop ideas. The methodological contribution of this research is its new use of peer feedback using visual feedback. With this form of feedback, students stayed within one medium, using a sign system to communicate visual solutions on the sketches of other students. At the same time, they received practical tips and direct advice that they could immediately apply to their sketches.
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| 8. |
- Fransson, Göran, 1968-, et al.
(författare)
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On the Swedish National Grade School for Digital Technologies in Education – GRADE : Expectations and experiences of doctorial students and supervisors
- 2018
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Ingår i: ICERI2018 Proceedings. - Sevilla : IATED. - 9788409059485 ; , s. 769-774
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Konferensbidrag (refereegranskat)abstract
- The Swedish National Graduate School for Digital Technologies in Education (GRADE) is a cooperative venture between six Swedish universities established during 2018. Within the field of educational sciences and in the area of digital technologies in education, GRADE aims to strengthen the expertise in the area and to increase national and international cooperation in research training activities.Over a number of years, and from multitude of sources (cf. Brown & Davis, 2004; Fisher, Higgins & Loveless, 2006; Kafai & Resnick 1996), research has stressed that increased digitalization in schools leads to a complexity that needs to be taken into account on different levels, from different perspectives and with different designs, methodologies and theoretical perspectives (cf. Olofsson, Lindberg, Fransson & Hauge, 2015; Price, Jewitt & Brown, 2013; Tondeur, Valcke & van Braak, 2008). At a micro-level, the learning situation of students, teachers and school-leaders changes and it becomes important to deepen the knowledge about the impact digital technologies has on the fundamental conditions for teaching and learning of different school subjects (cf. Chun, Kern & Smith 2016; Leung & Baccaglini-Frank, 2017). On a macro-level, conditions for education as such changes and digital technologies becomes an important object of study as agents of change (Wong & Li, 2008). The digitalization of K-12 schools has long been highlighted in policy as a necessity (cf. Kirkman et al, 2002; OECD, 2010). However, research and evaluations (cf. Fransson et al, 2012; OECD, 2015; Wastiau et al, 2013) show that many substantial challenges remain. One of the fundamental pillars of GRADE is the interdisciplinary approach. Several disciplines are present (Applied IT, Curriculum studies, Education, Informatics, Technology and Learning, Educational work, Work-interated Learning) in researching digital technologies in K-12 schools with the ambition to contribute to the continued implementation, integration and use of digital technologies in Swedish K-12 schools that stems from the evidence-based knowledge produced within the activities of GRADE. The research within GRADE will be characterized by close cooperation with stakeholders from school practice, with the aim to contribute to concrete school development. In GRADE, a multi-level approach that involves multiple layers or levels of school activities will be encouraged. When possible, studies will be longitudinal. This will imply studies from an organizational and management perspective, e.g. studies of school leaders and other members of senior management positions responsible for digital technology use and implementation. Also implied are studies of teachers' teaching practices and didactical considerations, as well as studies of the students in classrooms and their learning using digital technologies. This will also imply that several issues with a bearing on the digitalization of education, for example regarding school policy, teaching, learning, assessment and professional development will be researched from different perspectives and with different methodological approaches. In this paper, these points of departure will be explored based on the expectations and experiences of the first twelve admitted doctoral students and their supervisors.
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| 9. |
- Henningsson, Stefan, et al.
(författare)
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Socio-technical IS design science research : developing design theory for IS integration management
- 2011
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Ingår i: Information Systems and E-Business Management. - : Springer Science and Business Media LLC. - 1617-9846 .- 1617-9854. ; 9:1, s. 109-131
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Tidskriftsartikel (refereegranskat)abstract
- Design science research is an essential part of IS research since the field should not only try to understand how the world is, but also how to change it. We argue that the aim of IS design science research should be to develop practical knowledge not only for the design of novel information technology (IT), but also for IS governance and management. Whereas at least some methodological support exists for researchers engaged in IT-centric design science research, limited support is available for researchers who want to develop design knowledge and theory for IS governance and management. To overcome this shortcoming, we suggest a socio-technical IS design science research approach. The approach has four main activities: (1) identifying problem situations and desired outcomes, (2) reviewing extant theories, knowledge and data, (3) proposing/refining design theory and knowledge, and (4) testing design theory and knowledge. The applicability and usefulness of the proposed approach is shown by means of a design science research project concerning IS integration management in the context of mergers and acquisitions.
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| 10. |
- Hrastinski, Stefan, Professor, 1980-, et al.
(författare)
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Examining the Development of K-12 Students' Cognitive Presence over Time : The Case of Online Mathematics Tutoring
- 2023
-
Ingår i: ONLINE LEARNING. - : The Online Learning Consortium. - 2472-5749. ; 27:3, s. 252-270
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we focus on the cognitive presence element of the Community of Inquiry (CoI) framework. Cognitive presence consists of four categories: Triggering Event, Exploration, Integration, and Resolution. These categories have been described as phases following an idealized logical sequence, although the phases should not be seen as immutable. Few studies have empirically examined how the four categories develop over time during the inquiry process. This article uses learning analytics methods to study transitions between the categories in K-12 online mathematics tutoring. It was statistically most probable that the tutoring sessions started with Triggering Event (95%) and then transitioned to Exploration (51%). The transitions from Exploration to Integration (18%) and Integration to Resolution (21%) achieved statistical significance but were less likely. In fact, it was more likely that the tutoring sessions transitioned from Integration to Exploration (39%) and Resolution to Exploration (36%). In conclusion, the findings suggest that the idealized logical sequence is evident in the data but that other transitions occur as well; especially Exploration recurs throughout the sessions. It seems challenging for students to reach the Integration and Resolution categories. As the CoI framework is commonly adopted in practice, it is important that tutors and educators understand that the categories of cognitive presence will often not play out in idealized ways, underlining their role in supporting how the inquiry process unfolds. In order to gain an improved understanding of the inquiry process, future research is suggested to investigate how the presences and categories of the CoI framework develop over time in different educational settings.
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| 11. |
- Hrastinski, Stefan, 1980-, et al.
(författare)
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Identifying and exploring the effects of different types of tutor questions in individual online synchronous tutoring in mathematics
- 2019
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Ingår i: Interactive Learning Environments. - : Informa UK Limited. - 1049-4820 .- 1744-5191. ; , s. 1-13
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Tidskriftsartikel (refereegranskat)abstract
- Although we know that asking questions is an essential aspect of onlinetutoring, there is limited research on this topic. The aim of this paperwas to identify commonly used direct question types and explore theeffects of using these question types on conversation intensity, approachto tutoring, perceived satisfaction and perceived learning. The researchsetting was individual online synchronous tutoring in mathematics. Theempirical data was based on 13,317 logged conversations and aquestionnaire. The tutors used a mix of open, more student-centredquestions, and closed, more teacher-centred questions. In contrast toprevious research, this study provides a more positive account indicatingthat it is indeed possible to train tutors to focus on asking questions,rather than delivering content. Frequent use of many of the questiontypes contributed to increased conversation intensity. However, therewere few question types that were associated with statisticallysignificant effects on perceived satisfaction or learning. There are nosilver bullet question types that by themselves led to positive effects onperceived satisfaction and learning. The question types could be used byteachers and teacher students when reflecting on what types ofquestions they are asking, and what kind of questions they could be asking.
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| 12. |
- 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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| 13. |
- Hrastinski, Stefan, et al.
(författare)
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Student-student online coaching : The case of math coaching
- 2011
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Ingår i: Proceedings of the 17th Sloan-Consortium International Conference on Online Learning.
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Konferensbidrag (refereegranskat)abstract
- Most learning takes place outside the classroom in our everyday lives. The aim of this presentation is to describe student-student online coaching, defined as "an online service where students get help with their schoolwork from more capable students". We will present an example of math coaching by using instant messaging.
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| 14. |
- Hrastinski, Stefan, et al.
(författare)
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Tutoring online tutors : Using digital badges to encourage the development of online tutoring skills
- 2018
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Ingår i: British Journal of Educational Technology. - : John Wiley & Sons. - 0007-1013 .- 1467-8535. ; 49:1, s. 127-136
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Tidskriftsartikel (refereegranskat)abstract
- Online tutors play a critical role in e-learning and need to have an appropriate set of skills in addition to subject matter expertise. This paper explores how digital badges can be used to encourage the development of online tutoring skills. Based on previous research, we defined three digital badges, which are examples of essential tutoring skills.These skills were self-assessed during two weeks by online tutors in K-12 mathematics, who also wrote a self-reflection based on their experience. The digital badges motivated tutors to reflect on online tutoring practices. The tutors described that they gained a more detailed understanding of the tutoring process when continuously analyzing ongoing conversations. However, it was a challenge for the tutors to balance the private activity, reflection on tutoring skills, and the social activity, communication with the K-12 students. It is essential to take into account when tutors will have time to reflect, for example, by scheduling time for reflection or enabling opportunities for reflection that is flexible in time. A challenge for further research is to better understand the potential benefits of different types of badges
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| 15. |
- 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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| 16. |
- Jansson, Malin, 1988-
(författare)
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Spontaneous online tutoring : Students’ support of their own and other students’ process of inquiry in online text-based tutoring
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The use of online technologies has made education more accessible. In online education, there are increased expectations for students to be self-directed and take responsibility for their learning. Research has also shown that students can benefit from learning from each other. The purpose of this thesis is to explore how students support their own and other students’ process of inquiry in online text-based tutoring sessions. To enable the analysis of the conversations, a coding scheme for transcript analysis of online tutoring was introduced based on the Relationship of Inquiry framework, which is an adaptation of the Community of Inquiry framework.This thesis consists of four papers. The first paper focuses on the development of the RoI coding scheme, which is used in two of the following papers. In the second paper, the coding scheme is further revised regarding the aspect of students’ teaching presence and how it connects to students’ support of their own and other students’ inquiry process. In the third paper, students’ support of their own and other students’ process of inquiry in online text-based tutoring sessions is studied further, and their messages are analyzed with the revised coding scheme. The fourth paper adopts an inductive approach and analyzes how students take responsibility for their own and their peers’ problem-solving through thematic analysis. The findings show that in online tutoring sessions, students may spontaneously take on the role of a tutor. Through their expressions of teaching presence by, for example, explaining their issues and their previous steps, or answering other students’ questions and giving suggestions, students support their own as well as other students’ inquiry process. The findings indicate that students acquire metacognitive development, through self- and co-regulation, with their expressions of teaching and cognitive presence. Furthermore, the findings show that the coding scheme with fixed categories may not show the full picture of interactions in an online learning environment. Additional analysis reveals that students’ expressions focus on different levels of learning while supporting the problem-solving process. Lastly, this thesis offers guidance on how to create online tutoring sessions where students take responsibility for their learning and are encouraged to help one another.
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| 17. |
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| 18. |
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| 19. |
- Stenbom, Stefan, 1982-, et al.
(författare)
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Digital badges for in-service training of online tutors
- 2016
-
Konferensbidrag (refereegranskat)abstract
- In this presentation, an application where digital badges are used for continuing training of online tutors is reviewed. First, we present how digital badges are used in a math tutoring service for K–12 students. Then, we discuss benefits and challenges of digital badges for development of in-service online tutors.
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| 20. |
- Stenbom, Stefan, 1982-, et al.
(författare)
-
Emotional presence in a relationship of inquiry : The case of one-to-one online math coaching
- 2016
-
Ingår i: Online Learning. - : The Online Learning Consortium. - 1092-8235 .- 2472-5730 .- 2472-5749. ; 20:1
-
Tidskriftsartikel (refereegranskat)abstract
- Emotions have been confirmed to be a critical component of the process of learning. In the online Community of Inquiry theoretical framework, and the recently suggested online Relationship of Inquiry framework, emotions are considered a subsection of social presence. In this study, the concept of emotional presence is examined. This examination occurs within the Relationship of Inquiry framework, developed to analyze one-to-one online coaching. A survey of online coaches and a transcript coding procedure from the online coaching service Math Coach provide the data for the study. The results indicate that a Relationship of Inquiry framework consisting of cognitive, social, teaching, and emotional presence enhances the exploration of one-to-one online coaching settings. The interpretation of these results identifies emotional presence as an essential and distinct part of one-to-one online math coaching.
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| 21. |
- Stenbom, Stefan, 1982-, et al.
(författare)
-
Examining a learning-driven relationship of inquiry : Discerning emotional presence in online math coaching
- 2012
-
Konferensbidrag (refereegranskat)abstract
- This study explores emotional presence in a student-student online coaching setting. In this learner-driven, online exchange, students enrolled in a teaching program assist K-12 math students using an online relationship of inquiry model. Adapted from the online community of inquiry model, one-to-one online interaction is studied for multiple types of online presence and, in particular, the existence and possible effect of emotional presence. Preliminary findings identify that emotional presence exists as a separate experience in the online coaching exchange, but scores lower than other types of presence.
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| 22. |
- Stenbom, Stefan, et al.
(författare)
-
How to setup a student-student online coaching project at teacher education in Sweden
- 2012
-
Konferensbidrag (refereegranskat)abstract
- Mathcoach (www.mattecoach.se) and Swedishcoach (www.svenskacoach.se) offers K-12 students help with their homework in Swedish for immigrants and mathematics online. The coaches are all students at teacher education. We will present how we work with the projects at four Swedish universities and inspire you to start your own netcoach project.
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| 23. |
- Stenbom, Stefan, 1982-
(författare)
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Online coaching as a Relationship of Inquiry : Exploring one-to-one online education
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In educational development, much focus is put on the use of computers and other digital tools to enhance teaching and learning. One of the most used digital communication forms is one-to-one communication using text, images, and video. One-to-one communication for educational purposes has, however, so far received only modest attention in research.The purpose of this thesis is to explore inquiry-based one-to-one online education. An additional purpose is to explore opportunities and limitations with the Community of Inquiry framework, one of the most used models for analysis of online learning, when analyzing one-to-one online education. A particular interest is put on the role of emotions in the analyses. The empirical case used in the thesis is the Math Coach program who employs one-to-one education for k-12 students in mathematics via chat and a shared digital whiteboard.The thesis consists of an introduction and four papers. First, in Paper I online coaching is defined, explained, and discussed through a review of previous research and a study of the establishment and operation of the Math Coach program. Secondly, the Community of Inquiry framework is adapted for use in one-to-one settings forming the Relationship of Inquiry framework. Paper II initiates the adaption using a survey study, Paper III evaluates the role of emotions in the framework, and Paper IV consolidates the Relationship of Inquiry framework with a comprehensive description of its components and a transcript coding procedure.The findings indicate that inquiry-based one-to-one online education can be explored utilizing Online coaching as a Relationship of Inquiry. Online coaching is theoretically grounded in collaborative constructivism, critical thinking, and proximal development. It is defined as an inquiry-based learning activity where a person gets support on a specific subject matter from a more knowledgeable person using the Internet. The Relationship of Inquiry is a conceptual connection that is built between two persons that engage in a critical discourse in order resolve an educational issue. Central for the framework is the elements of cognitive presence, teaching presence, social presence, and emotional presence. Emotional presence is especially examined and confirmed as a critical interdependent element of the framework.
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| 24. |
- Stenbom, Stefan, 1982-, et al.
(författare)
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Online Coaching as a Relationship of Inquiry : Mathematics, online help, and emotional presence
- 2014
-
Konferensbidrag (refereegranskat)abstract
- The Math Coach program provides help with mathematics using online coaching. In the program, communication using text-based CMC with additional whiteboard capacity is used. Students range from sixth to ninth year of compulsory school, and upper secondary school (aged 12–19). Coaches are enrolled from students at teacher training colleges. Stenbom et al. (2012) introduced a framework for analyzing online coaching, the Relationship of Inquiry. That framework is a modification of the well-researched and verified theoretical framework the online Community of Inquiry (Garrison et al., 2000, 2001). Survey data and transcript analysis indicates that emotional presence is a natural part of a four-element framework for analysis of one-to-one online coaching. Abbreviations, special words and symbols, such as emoticons, are used regularly as an instrument to enhance the visibility between the coach and coachee. It serves as a replacement for face-to-face non-verbal communication. Also, sharing of emotions and moods between two individuals as people and about the coaching activity are common.This presentation will review the proposed framework for online coaching consisting of cognitive, social, teaching and emotional presence. A special focus will be on the role emotion may play in such environments. Beyond discussion of theory, implications for practice and training of online coaches will be discussed in an interactive session with guided dialogue.
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| 25. |
- Stenbom, Stefan, 1982-
(författare)
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Online Coaching as Teacher Training : Using a Relationship of Inquiry Framework
- 2016
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Ingår i: Optimizing K-12 Education through Online and Blended Learning. - Hershey, PA : IGI Global. - 9781522505075
-
Bokkapitel (populärvet., debatt m.m.)abstract
- Using the Internet for educational purposes is now commonly accepted. More challenging is the realizationof this potential, particularly in the K-12 education environment. According to the growing literatureon this topic, using Internet technology during K-12 teacher training will provide more knowledge andskills for teachers wishing to use Internet technology in their own classrooms. In an adaption of theonline Community of Inquiry, a revised framework for one-to-one online teaching was developed. In theRelationship of Inquiry framework, the elements of cognitive, teaching, social, and emotional presenceoutline the educational experience of one student receiving learning support from one teacher. Theframework was tested with pre-service teachers using the Math Coach program which offers help withmathematics just-in-time via instant messaging.
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| 26. |
- Stenbom, Stefan, 1982-, et al.
(författare)
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Student-Student Online Coaching as a Relationship of Inquiry : An Exploratory Study from the Coach Perspective
- 2012
-
Ingår i: Journal of asynchronous learning networks. - : The Sloan Consortium. - 1939-5256 .- 1092-8235. ; 16:5
-
Tidskriftsartikel (refereegranskat)abstract
- There are comparatively few studies on one-to-one tutoring in online settings, even though it has been found to be an effective model. This paper explores student-student online coaching from the coach perspective. The empirical case is the project Math Coach, where K-12 students are coached by teacher students using instant messaging. This research is an adaptation of the community of inquiry model to an online coaching setting, which we refer to as a relationship of inquiry. The adapted model was used to gain a better understanding of the practice of online coaching by exploring the extent to which cognitive, social, and teaching presence exist in this case of online coaching. A relationship of inquiry survey was distributed to and answered by all active coaches (n=41). The adapted cognitive, social and teaching presence measures achieved an acceptable level of reliability. Differences between three presences, and their respective sub-categories, demonstrate a unique pattern of interaction between coaches and coachees in the online coaching environment. Findings suggest the online inquiry model fits as well for a relationship of inquiry as it does for a community of inquiry. The model provides valuable information for better understanding of online coaching.
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| 27. |
- Stenbom, Stefan, 1982-, et al.
(författare)
-
The relationship of Inquiry – a framework for design and analysis of online coaching
- 2014
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Ingår i: NGL 2014.
-
Konferensbidrag (refereegranskat)abstract
- This presentation introduces the Relationship of Inquiry framework. It is a theoretical framework for design and analysis of online coaching, a one-to-one inquiry-based online learning activity. The video introduces the framework. During the seminar we will discuss this framework with data from an online coaching program called Math Coach.
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| 28. |
- Andersson, Fredrik, et al.
(författare)
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Informell coachning på nätet
- 2011. - 1
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Ingår i: Mer om nätbaserad utbildnig. - Lund : Studentlitteratur. - 9789144068060 ; , s. 113-126
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Bokkapitel (refereegranskat)
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| 29. |
- Bengtsson, Fredrik, et al.
(författare)
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Sustainability Impact of Open Innovation Software
- 2012
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Ingår i: Proceedings of the XXIII ISPIM Conference Action for Innovation: Innovating from Experience, Barcelona, Spain, 17-20 June 2012..
-
Konferensbidrag (refereegranskat)
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| 30. |
- Björn, Hedin, 1970-
(författare)
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Exploring Opportunistic Use of Mobile Devices for Studying in Higher Education
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Students today often feel that they have too much to do and too little time. A common strategy to remedy this is to take advantage of opportunities to use “inter-time”, the time between other activities such as waiting or traveling. The aim of this thesis is to explore how studying using mobile devices in higher education can be designed for such opportunities. I choose to call this Opportunistic Mobile Studying (OMS).Using a design-based research approach this thesis discusses and proposes both scientific and practical contributions. A number of iterations of OMS have been designed, instantiated and tested in university courses and then evaluated using mixed methods.The first research question is how can OMS be designed to support students in adopting the behavior of studying at opportune moments. The results have been framed and interpreted using the Fogg Behavior Model, where behavior is the product of motivation, simplicity, and triggers. The results suggest that a key factor for motivation is procrastination, and therefore deadlines can be used to predict and suggest what students would likely be interested in studying during OMS moments. Simplicity is increased if OMS is adapted for studying in short fragmented moments, where important aspects are that content should be short, easy to access and easy to navigate. Trigger reminders were particularly appreciated and should be triggered based on time and place. Commuting is identified as a good context to build a routine of studying using OMS.The second research question is how can OMS activities and content be designed to support efficient studying in OMS situations. Study- activities identified as especially suitable for OMS situations are those that focus on preparation and repetition. These activities can enhance other learning activities and efficient studying can be accomplished even if only a little time is available. Examples of successful methods for this tested in this thesis include advance organizers and flashcards. Longer and more comprehensive studying material can be used if quick and easy navigation within the material is provided, for example, by using synchronized narrated slides such as enhanced podcasts.
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| 31. |
- Casanovas, Inés
(författare)
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Online Education in Universities : Moving from Individual Adoption to Institutionalisation of an Information Technology Innovation
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis describes and analyses the move from individual adoption to institutionalisation of an information technology innovation: online education in universities. The study focuses on the processes that took place within two universities, one in Sweden and the other in Argentina, regarding online education adoption and the organisational changes developed.The aim is to contribute to the understanding of individual and organisational strategies for the institutionalisation of the innovation. To achieve this aim, three research questions were posed. The first focused on the way in which teachers influence the adoption processes. The next addressed the changes and interactions at the individual and institutional levels resulting from these processes. The third question deepened into the methodological practices that can harmonise stakeholders‟ objectives and the conflicting interests regarding online education initiatives. Innovation theory, complemented with organisational theories provided the foundation for the description and analysis of the information technology innovation and the adoption processes.The results of analysing and interpreting the collected data from the two universities in two different countries (Sweden and Argentina) showed that the adoption processes appeared to be evolutionary rather than revolutionary. The iterative nature of the appropriation and the constant “newness” of the information technology innovation may be plausible explanations for the phenomenon. Though the change has not yet become an integral part of the formal core of the institutions, it has been a great achievement considering the universities‟ structure, culture and resources.The contributions provide complementary and pluralistic insights into the research field of Information Systems, for both theory and practice, as well as into higher education managers‟ decision-making. Furthermore, the knowledge contribution of the thesis could be applied to implementation of information technology innovations in other organisations with similar characteristics as the studied higher education institutions. Such characteristics are, for example, to be complex and knowledge intensive.Interactions at macro and micro organisational levels could be modelled as the cyclic linkage between sensemaking outcomes and institutionalized structures. A higher level of theorization resulted in a meta-theory model to describe and explain the linkage itself within the perspective of adaptive structuration theory.Regarding practice, scholar-engaged research allowed conflicting interests to be reconciled by changing the existing practices through sensemaking and negotiation among stakeholders in an ongoing implementation. As an overall conclusion, online education is still far from being fully institutionalised. After four years of technological and contextual changes during the research development, a positive shift can be seen in teachers‟ attitude towards online education. They show more confidence in working with constantly improved virtual environments. Nevertheless, there are still key factors that need to be faced regarding online education adoption and institutionalisation. These factors are of a strategic nature and the way to handle them seems to be more political than technological or pedagogical.
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| 32. |
- Casanovas, I., et al.
(författare)
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Teachers perception of institutional strategies in e-learning implementations : A comparative study of an Argentinean and a Swedish university
- 2008
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Ingår i: Proceedings of the 3rd International Conference on e-Learning.
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Konferensbidrag (refereegranskat)abstract
- In order to study the complexity and dependence on cultural, geographical, social and technological aspects on e-Learning implemenation, we performed a joint research between an Argentinan and a Swedish university to compare teachers perception of individual and organizational factors affecting e-Learning initiatives. The method of doing this has been to conduct a survey at both universities, distributing a questionnare among teachers. Collected data was then analyzed to see if there are similarities and differences. In this work, within cultural aspects, we will focus on the organizatonal aspects and institutional strategies for e-Learning developments though the results about attitudes, purposes, barriers, and driving factors will be referred in order to enlighten the analysis of the institutional frame. We have seen that the results are quite similar for the two universities. The major barriers to e-Learning at both sites were lack of time and lack of knowledge about technology. Although the findings seem to be related to individual concerns, they can also be seen as a consequence of an institutional culture that restricts the time for updating and training. The teachers experienced that they gained limited support from the university managment in their ambitions to develop e-Learning. Hofstede´s Power Distance dimension, although not equal, is middle ranked for both countries. According to this, both academic staff, in more or less degree, coincides in thinking of universities as central managed institutions that have to lead and support their e-Learning initiatives by funding them, and recognizing and rewarding individual efforts.
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| 33. |
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| 34. |
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| 35. |
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| 36. |
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Designing courses with digital technologies : Insights and examples from higher education
- 2021
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Designing Courses with Digital Technologies offers guidance for higher education instructors integrating digital technologies into their teaching, assessment and overall support of students. Written by and for instructors from a variety of disciplines, this book presents evaluations that the contributors have implemented in real-life courses, spanning blended and distance learning, flipped classrooms, collaborative technologies, video-supported learning and beyond. Chapter authors contextualize their approaches beyond simple how-tos, exploring both the research foundations and professional experiences that have informed their use of digital tools while reflecting on their successes, challenges and ideas for future development.
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| 37. |
- Diaz, Patricia, 1980-, et al.
(författare)
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How teacher educators use response systems – an interview study
- 2023
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Ingår i: Interactive Learning Environments. - : Informa UK Limited. - 1049-4820 .- 1744-5191. ; , s. 1-13
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Tidskriftsartikel (refereegranskat)abstract
- Teacher educators’ distinct and dual task of educating future teachers includes using digital tools to support students’ ongoing learning while exemplifying appropriate teaching strategies where the use of digital tools, such as response systems (RSs), are commonly occurring. RSs have been used in higher education for a long time, and many studies discuss how larger student groups answering multiple-choice questions during lectures contribute to student participation and learning. However, there is limited research on RSs, particularly related to teacher education. Therefore, this interview study aims to explore for what purposes teacher educators use RSs in teaching and what advantages and limitations they experience. In the thematic analysis, we found that the teacher educators used RSs to teach simultaneously as they were role models on how to use digital tools for learning. They used anonymous open-text answers more than multiple-choice questions to support student participation, immediately assess, and provide feedback in both larger and smaller groups. The complexity of time management connected to the use of RSs was highlighted. RSs were also used to initiate discussions with the teacher students about the purposes, advantages, and limitations of using digital tools for learning.
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| 38. |
- Diaz, Patricia, 1980-, et al.
(författare)
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How using a response system in blended synchronous seminars encourages online and onsite student participation
- 2024
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Ingår i: Education and Information Technologies. - : Springer Nature. - 1360-2357 .- 1573-7608.
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Tidskriftsartikel (refereegranskat)abstract
- The interest in blended synchronous learning environments has increased dramati-cally since the COVID-19 pandemic. However, a key challenge is how to simulta-neously encourage online and onsite student participation. Response systems havebeen found to stimulate student participation in classroom and online education set-tings. This study investigates how online and onsite students participate in blendedsynchronous seminars where a response system is being used. The data comprisesobservations of blended synchronous seminars, students’ written reflections, andstudent interviews, all of which were thematically analyzed. It was found that usinga response system encouraged online and onsite students to participate in variousways. Although online students mostly remained quiet, they perceived to engagethrough listening and thinking, participating in the seminars by absorbing informa-tion, and interacting with the content displayed via the response system. The onsitestudents participated vocally and more spontaneously. All students participated inwritten, anonymous, and game-based modes, suggesting that there were differentand complementary ways for students to participate when using a response system,which extended beyond merely talking or chatting. Notably, most students per-ceived the response system crucial to their participation in the blended synchronousseminars. The findings underscore the importance of encouraging student participa-tion in blended synchronous learning environments, highlighting response systemsas effective tools to encourage onsite and, particularly, online student participation.
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| 39. |
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| 40. |
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| 41. |
- Edgren, Lars, et al.
(författare)
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En distanskurs i historia
- 2018
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Ingår i: Digitalisering av högre utbildning. - 9789144119724 ; , s. 191-196
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 42. |
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| 43. |
- Elevant, Katarina
(författare)
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"Share weather" : Design and evaluation of a new concept for sharing weather information
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Already centuries ago, humans had observed the weather in their everyday lives, seeking ways to understand, comprehend, and predict it. Until the present day, weather has had tremendous impacts on our lives and with climate change human civilizations as well. With new media technologies weather constitutes a part of the information services used by many residents of modern cities, people and businesses worldwide.The rise of Web 2.0, a cyberspace where individuals may connect and interact under new premises, bridging the size of weather systems, creates new opportunities to share, and potentially improve, weather information. This thesis develops a concept “share weather”, based on individuals who share local weather information using interactive media technologies. The concept is empirically tested in eight papers, and, finally, evaluated in the summary of the compilation thesis. Since it explores a new research field, the thesis develops a framework for studying “share weather” based on several theories on motivation and participation in networks. Key issues are associated with accuracy of user-generated observations of weather, methods and design used to employ them, and estimating the potential levels of user contributions. The focus of this thesis lies on motivation theory and design of a “share weather” artifact.Drawing on prior research on online networks, a model for studying “share weather” is constructed by merging several theories, with the aim of studying the problem from both the individual perspective, and the relationships and structures created by ties and interactions. In addition, the thesis attempts to thoroughly investigate the context of “share weather”, in order to contribute new knowledge to research on online networks, whereas a sustainability perspective is added and associated with the information domain. In order to test the feasibility of the “share weather” concept, several empirical studies based on a mixture of qualitative and quantitative analysis and design research science methodology were conducted during 2008-2011. The studies included six surveys and 17 interviews, involving four different user groups: over 440 traffic-interested individuals who received a weather service, 60 schoolchildren, 20 patients at a dental clinic, and 50 students. A separate study on African farmers was also analyzed.The findings of this thesis confirmed that, in online networks, individuals are often driven by intrinsic rewards, but this thesis highlights the strong effects of interactions and reciprocity of receiving useful information (weather forecasts) as rewards. In order to capture the range of drives of different instrumentality that might occur, in particular in networks for knowledge creation, a holistic approach can be recommended, where a larger scale of instrumentality is applied when studying online networks for knowledge creation.Other results, acquired by studying accuracy of user-generated observations, pointed at the powerful abilities possessed by all humans when they perceive weather through their senses. Sharing weather information can be realized using simple methods based on the human eye and perception. Collection methods, based on pictures and predefined text messages inspired by methods used previously in history, can easily be integrated with different interactive media technologies: web, mobile technology, and SMS.Based on the empirical results and design research methodology, the thesis concludes that “share weather” can contribute to improved weather information. Moreover, it is also suggested that “share weather” might serve some additional goals. The environmental challenges of the future imply that weather will become even more important and that active participation and information sharing is requested at all levels. Based on learning and social processes that can be activated in online networks, “share weather” might potentially contribute to increased public participation in environmental issues.
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| 44. |
- Elevant, Katarina, et al.
(författare)
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Web Weather 2.0 : Improving Weather Information with User-generated Observations
- 2013
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Ingår i: AIS Transactions on Human-Computer Interaction. - 1944-3900. ; 5:1, s. 28-41
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Tidskriftsartikel (refereegranskat)abstract
- Introducing web weather 2.0, this paper suggests that active participation by civil society may arise through sharing of environmental data through observations of weather and other measurable variables in the environment performed by individuals. Collecting data from individuals is here suggested for improving weather data currently used by weather research centers and practitioners. Extending these current sets of weather data by using web 2.0 may address some issues stated by the World Meteorological Organization (WMO) regarding spatial and temporal resolutions of meteorological data including knowledge on different processes between the air and other environmental systems. To test the concept of web weather 2.0, the usability of weather data collected from individuals and the expected quantities of such data need to be determined. In addition, collection methods should be developed. Aiming at the design of an artifact that can meet these needs, this paper presents some important steps of the design process of a “share weather” system, including several demonstrations and experiments performed on different user groups, i.e. school children performing weather observations as a part of their daily tasks and education, and adults interested in weather due to their daily dependence on traffic conditions. This paper provides new knowledge about user-generated observations of weather, including quality and motivation to contribute, and guidance on how future systems for collection of environmental data from individuals may be created. After testing the feasibility of the designed “share weather” artifact, we conclude that the potential role of individuals in producing valuable information beneficial to society should be considered within several branches of environmental sciences as well as policy-making.
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| 45. |
- Engström, Linda, et al.
(författare)
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Students' Expectations of Learning Analytics in a Swedish Higher Education Institution
- 2022
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Ingår i: Proceedings Of The 2022 Ieee Global Engineering Education Conference (Educon 2022). - : IEEE. ; , s. 1975-1980
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Konferensbidrag (refereegranskat)abstract
- The potential of learning analytics (LA) to improve learning and teaching is high. Yet, the adoption of LA across countries still remains low. One reason behind this is that the LA services often do not adequately meet the expectations and needs of their key stakeholders, namely students and teachers. Presently, there is limited research focusing on the examination of the students' expectations of LA across countries, especially in the Nordic, largely highly digitalized context. To fill this gap, this study examines Swedish students' attitudes of LA in a higher education institution. To do so, the validated survey instrument, Student Expectations of Learning Analytics Questionnaire (SELAQ) has been used. Through the application of SELAQ, the students' ideal and predicted expectations of the LA service and their expectations regarding privacy and ethics were examined. Data were collected in spring 2021. 132 students participated in the study. The results show that the students have higher ideal expectations of LA compared to the predicted ones, especially in regards to privacy and ethics. Also, the findings illustrate that the respondents have low expectations in areas related to the instructor feedback, based on the analytics results. Further, the results demonstrate that the students have high expectations on the part of the university in matters concerning privacy and ethics. In sum, the results from the study can be used as a basis for implementing LA in the selected context.
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| 46. |
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| 47. |
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| 48. |
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| 49. |
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| 50. |
- F. Kizilcec, René, et al.
(författare)
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The Role of Gender in Students’ Privacy Concerns about Learning Analytics : Evidence from five countries
- 2023
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Ingår i: LAK2023. - New York, NY, USA : Association for Computing Machinery (ACM). - 9781450398657 ; , s. 545-551, s. 545-551
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Konferensbidrag (refereegranskat)abstract
- The protection of students’ privacy in learning analytics (LA) applications is critical for cultivating trust and effective implementations of LA in educational environments around the world. However, students’ privacy concerns and how they may vary along demographic dimensions that historically influence these concerns have yet to be studied in higher education. Gender differences, in particular, are known to be associated with people's information privacy concerns, including in educational settings. Building on an empirically validated model and survey instrument for student privacy concerns, their antecedents and their behavioral outcomes, we investigate the presence of gender differences in students’ privacy concerns about LA. We conducted a survey study of students in higher education across five countries (N = 762): Germany, South Korea, Spain, Sweden and the United States. Using multiple regression analysis, across all five countries, we find that female students have stronger trusting beliefs and they are more inclined to engage in self-disclosure behaviors compared to male students. However, at the country level, these gender differences are significant only in the German sample, for Bachelor's degree students, and for students between the ages of 18 and 24. Thus, national context, degree program, and age are important moderating factors for gender differences in student privacy concerns.
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