| 1. |
- 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
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Ingår i: ONLINE LEARNING. - : The Online Learning Consortium. - 2472-5749. ; 27:3, s. 252-270
-
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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| 2. |
- Cleveland-Innes, Martha, et al.
(författare)
-
The Influence of Emotion on Cognitive Presence in a Case of Online Math Coaching
- 2014
-
Ingår i: Challenges for Research into Open & Distance Learning. - Oxford. - 9789638955999 ; , s. 87-94
-
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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| 3. |
- 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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| 4. |
- Hrastinski, Stefan, 1980-, et al.
(författare)
-
Identifying and exploring the effects of different types of tutor questions in individual online synchronous tutoring in mathematics
- 2019
-
Ingår i: Interactive Learning Environments. - : Informa UK Limited. - 1049-4820 .- 1744-5191. ; , s. 1-13
-
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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| 5. |
- 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
-
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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| 6. |
- 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
-
Ingår i: The Internet and higher education. - : Elsevier BV. - 1096-7516 .- 1873-5525. ; 51
-
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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| 7. |
- 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
-
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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| 8. |
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| 9. |
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| 10. |
- Stenbom, Stefan, 1982-, et al.
(författare)
-
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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| 11. |
- 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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| 12. |
- 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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| 13. |
- Stenbom, Stefan, 1982-
(författare)
-
Online coaching as a Relationship of Inquiry : Exploring one-to-one online education
- 2015
-
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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| 14. |
- Stenbom, Stefan, 1982-, et al.
(författare)
-
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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| 15. |
- Stenbom, Stefan, 1982-
(författare)
-
Online Coaching as Teacher Training : Using a Relationship of Inquiry Framework
- 2016
-
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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| 16. |
- Stenbom, Stefan, 1982-, et al.
(författare)
-
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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| 17. |
- 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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| 18. |
- Cleveland-Innes, Martha, et al.
(författare)
-
Conclusions and further directions
- 2024
-
Ingår i: The Design of Digital Learning Environments. - New York : Routledge. ; , s. 293-304
-
Bokkapitel (refereegranskat)abstract
- This chapter concludes this book with a comprehensive summary and integrated conclusion based on its contents. Here, we present an application summary for each section, delving into the insightful chapters exploring the application of the Community of Inquiry framework. The summary is followed by the presentation of a thematic analysis of the recommendations presented throughout the chapters, resulting in eight broad themes that encapsulate the essence of the book. Moreover, we address some current challenges and issues associated with the Community of Inquiry framework, emphasizing the need for further investigation in specific areas. By immersing ourselves in the collective insights and implications woven throughout the book, this chapter offers a personalized and synthesized perspective, ultimately paving the way for future research endeavors in this captivating field.
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| 19. |
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| 20. |
- Cleveland-Innes, Martha, et al.
(författare)
-
The Design of Digital Learning Environments : Online and Blended Applications of the Community of Inquiry
- 2024
-
Bok (refereegranskat)abstract
- The Design of Digital Learning Environments provides comprehensive guidelines for creating and delivering high-quality online and blended learning experiences in higher education. With increasing numbers of students engaged in partially or fully digital education, graduate students preparing for design, development, or faculty roles need fresh, practical applications of cutting-edge research and theory. This textbook uses the Community of Inquiry framework, an influential and invaluable pedagogical model focused on deep learning, to aid educators in forging meaningful, collaborative connections with students engaged in digitally supported multimodal learning in colleges and universities, MOOCs, and lifelong learning initiatives. Across five parts, the book covers the basic structure, concepts, terminology, and history of the Community of Inquiry; principles for designing and delivering digital courses; design for specific course conditions; applications of learning activities guided by the framework; and current limitations and directions for further research.
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| 21. |
- Enoksson, Fredrik, 1977-, et al.
(författare)
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Digital meetings guided by the Community of Inquiry Framework
- 2024
-
Ingår i: The Design of Digital Learning Environments. - New York : Routledge. ; , s. 256-273
-
Bokkapitel (refereegranskat)abstract
- Digital meetings enable opportunity to conduct synchronous engagement in blended and online courses. Such meetings also provide favorable conditions for interaction and collaboration between students and teachers. Unfortunately, digital meetings often tend to be used for one-way communication, like traditional lectures. This chapter outlines the general advantages and limitations of digital meetings as an overview of the differences between synchronous digital and in-person meetings. Principles and guidelines addressing these limitations are presented based on the goal of creating and sustaining a community of inquiry during digital meetings. A study of how teachers perceive and plan for digital meetings in higher education is also presented and discussed from the perspective of Social and Teaching Presence. The chapter also includes a digital meeting template for practitioners to use when preparing and conducting digital meetings.
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| 22. |
- Gulliksen, Jan, 1965-, et al.
(författare)
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The 'New' New Normal-Digitalization and Hybridization of Work and Education Before, during and after the Covid-19 Pandemic
- 2022
-
Ingår i: Interacting with computers. - : Oxford University Press (OUP). - 0953-5438 .- 1873-7951.
-
Tidskriftsartikel (refereegranskat)abstract
- Before the COVID-19 coronavirus pandemic, work and education on the university campus were considered superior to equivalent activities conducted digitally or remotely. Despite being significantly digitally mature, many organizations did not consider or even permit digital or hybrid participation in meetings and education. In March 2020, the lockdown following the pandemic caused the transition of many organizations and most universities to online-only operation in record time. Often, this occurred while maintaining quality and production, even if some aspects relating to the user experience were lost. The purpose of this paper is to describe and analyze how digitalization following the pandemic influenced and transformed the digital work environment in higher education. KTH Royal Institute of Technology, Stockholm, Sweden, provided the experiences and data for this article. In conclusion we distinguished different phases of digital work and education before, during and after the pandemic: 1. The Pre-Pandemic Phase, 2. The Emergency Remote Phase, 3. The New Normal, 4. The Slow Acceptance Phase, and 5. The Dividing Phase, or what we refer to as The 'New' New Normal. In this phase it looks like it will be a battle between three perspectives; those who are looking to get back to the pre-pandemic conditions, those living in The New Normal, and those actively analyzing the lessons learned and aiming for The Thoughtful Blended Phase. Analyzing these five phases we discern that the implications for the future will be heavily dependent on the following aspects: management commitment and support; well-functioning technology and support organization; understanding the effects digitalization will have on culture, organization and well-being; increasing interest in participating in pedagogical development; new designs needed for hybrid work and education; the need to rethink structure and contents of meetings; and paying extra care and attention to the psychological well-being of staff and students.
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| 23. |
- Jansson, Malin, et al.
(författare)
-
Students’ Teaching presence : How students organize, facilitate, and direct online tutoring
- 2023
-
Ingår i: ICDE World Conference.
-
Konferensbidrag (refereegranskat)abstract
- This paper examines students’ Teaching presence in online one-to-one tutoring sessions guided by the Community of Inquiry framework. The Community of Inquiry is a framework for structuring and describing the process of a meaningful online educational experience through three interdependent elements, Teaching, Social, and Cognitive presence. The framework is widely recognized and utilized in online education, but the aspect of students’ involvement with Teaching presence has received limited attention. This study aims to address this gap by examining how students express Teaching presence in online tutoring sessions. Using transcript coding, 66 tutoring conversations were analyzed, totaling 6,532 individual messages. The results are that 1,050 messages included students’ Teaching presence, demonstrating their active involvement in designing, facilitating, and directing the tutoring sessions. Students took responsibility for structuring the sessions, seeking feedback, reflecting on solutions, and clarifying misunderstandings. The findings also highlight the intertwined nature of Teaching presence and Cognitive presence, emphasizing the importance of students’ active engagement in the learning process.
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| 24. |
- Kjellberg, Tove, 1983-, et al.
(författare)
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Complexities of Educational Culture for Integrated Campus and Digital Education
- 2023
-
Konferensbidrag (refereegranskat)abstract
- This study examines the influence of educational culture on the integration of campus and digital education in traditional higher education institutions. Educational culture encompasses shared norms, values, attitudes, beliefs, and practices shaping the educational environment. Focus group discussions were conducted with teachers, students, and educational leaders at a Swedish technical university. Five focus groups, each with two interview sessions, involved 32 participants representing diverse university roles and disciplines. Reflexive thematic analysis was employed to analyze the data. The analysis identified seven themes that address educational culture. It was clear that the participants did not perceive university cultures but rather viewed that each faculty member or group/department had specific unique conditions and preferences that formed their culture. At the same time, a university-wide key driver identified was effectiveness and streamlining rather than educational innovation. While digitalization trends and the COVID-19 pandemic have accelerated digital education, clear guidance, actionable steps, improved conditions for teachers, and student-driven approaches are needed to ensure educational quality by integrating campus and digital education.
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| 25. |
- Riese, Emma, et al.
(författare)
-
Engineering Students' Experiences of Assessment in Introductory Computer Science Courses
-
Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Contribution: This study evaluates the generalizability of previously identified perceptions among engineering students of assessments in introductory programming. The students' perceptions of their instructors' and teaching assistants' (TAs) roles in these assessments are also studied, and differences based on prior programming experience, gender, and course explored.Background: Basic programming skills are desirable also for students who are not majoring in computer science (CS). Students' experience of assessments has not been fully explored.Research Questions: 1) How do engineering students experience the assessment (lab assignments, midterm exam and project) in their CS1 courses? 2) What are the students' perceptions of the TAs and instructor in relation to these assessment situations? 3) What significant differences can be found based on students' prior experience in programming, legal gender, and course?Methodology: Previously identified themes from an interview study worked as a framework for the formulation of 25 statements used in a survey among 137 students in six CS1 courses (second part of a mixed-method study). Descriptive statistics, Mann-Whitney U Test and Kruskal-Wallis tests with Bonferroni corrections, were used to analyze the data.Findings: Lab assignments were experienced as an opportunity to learn while the exams were viewed as predictable. The projects were perceived as authentic, although varying in difficulty, and as a huge leap from the lab assignments. Students perceived the instructors to put their touch on the course but viewed their TAs as carrying out the assessments, and experienced variations between TAs. Female students experienced these variations to a larger extent and perceived received feedback as less useful.
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| 26. |
- Riese, Emma, et al.
(författare)
-
Engineering Students’ Experiences of Assessment in Introductory Computer Science Courses
- 2023
-
Ingår i: IEEE Transactions on Education. - : Institute of Electrical and Electronics Engineers (IEEE). - 0018-9359 .- 1557-9638. ; 66:4, s. 350-359
-
Tidskriftsartikel (refereegranskat)abstract
- Contribution: This study evaluates the generalizability of previously identified perceptions among engineering students of assessments in introductory programming (CS1). The students’ perceptions of their instructors’ and teaching assistants’ (TAs) roles in these assessments are also studied, and differences based on prior programming experience, gender, and course explored.Background: Basic programming skills are desirable also for students who are not majoring in computer science (CS). Students’ experience of assessments has not been fully explored.Research Questions: 1) How do engineering students experience the assessment (lab assignments, midterm exam, and project) in their CS1 courses? 2) What are the students’ perceptions of the TAs and instructors in relation to these assessment situations? 3) What significant differences can be found based on students’ prior experience in programming, gender, and course?Methodology: Previously identified themes from an interview study worked as a framework for the formulation of 25 statements used in a survey among 137 students in six CS1 courses (second part of a mixed-method study). Descriptive statistics, Mann–Whitney U Test, and Kruskal–Wallis tests with Bonferroni corrections, were used to analyze the data.Findings: Laboratory assignments were experienced as an opportunity to learn while the exams were viewed as predictable. The projects were perceived as authentic, although varying in difficulty, and as a huge leap from the lab assignments. Students perceived the instructors to put their touch on the course but viewed their TAs as carrying out the assessments, and experienced variations between TAs. Female students experienced these variations to a larger extent and perceived received feedback as less useful.
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| 27. |
- Riese, Emma, et al.
(författare)
-
Experiences of Assessment in Introductory Programming From the Perspective of Non-Computer Science Majors
- 2020
-
Ingår i: 2020 IEEE FRONTIERS IN EDUCATION CONFERENCE (FIE 2020). - : IEEE.
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Konferensbidrag (refereegranskat)abstract
- This Research, Full Paper presents a study of how engineering students, non-computer science (CS) majors, experienced the assessments during their first programming course (CS1). Naturally, we as instructors and course designers would like to facilitate learning among our students and make fair assessments. During the CS1 courses given for non-CS majors at our university, the students would be assessed on their programming skills and concept knowledge on multiple occasions. Typically, students need to complete 4-6 lab assignments, pass an exam, and complete an individual project. The instructor in charge of each course, the course coordinator, design all assignments as well as the grading criteria and is typically also responsible for the assessment of students' skills and knowledge. However, since these courses have a large number of students (similar to 200) the assessments are mainly done by teaching assistants (TAs). The purpose of this paper is to explore how students experience the assessment situations in CS1 courses. Eleven semi-structured interviews were performed with engineering students who enrolled in one of four CS1 courses. The interviews were transcribed and analyzed using thematic analysis. The results indicate that the students experienced the individual project to be authentic, a fair and reasonable way to assess their programming skills. By contrast, the exam was experienced as inauthentic and focusing on less important skills such as knowing syntax by heart. The students put lots of trust in their TAs, but experienced that the grading and amount of feedback they received, differed depending on the TA. The hierarchy, in which the course coordinator instructed the TAs on how to conduct the assessment, was not clearly visible and some students even viewed their TAs to be more qualified to grade their assignments than the course coordinators. It was, however, clear to the students that the course coordinator was also the course designer and the one who constructed the exam.
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| 28. |
- Riese, Emma
(författare)
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Perspectives on Assessment in Introductory Computer Science Courses : Exploring and Comparing Experiences of Students, Teaching Assistants, and Course Coordinators
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Assessments of students' performances, including providing the students with feedback, are central parts of course design in higher education. These assessments can be carried out in different ways and with different purposes. The introductory programming courses (CS1) are often given to a large group of students, many of whom are non-computer science majors. To conduct the assessments and provide the students with individual feedback, teaching assistants (TAs, students with prior experience of the subject) are often employed to assist the course coordinators (main instructors) in these courses.The practice-based research aim of this thesis is to give recommendations to course coordinators and TAs on how to integrate assessment situations in CS1 courses, aiming to be experienced as fair and valid examinations and opportunities to provide the students with useful feedback. To do so, the experiences and use of assessments within CS1 courses given to non-computer science majors, are explored from the perspective of students, TAs, and course coordinators. The three stakeholders' experiences are also compared, and to further understand the experiences, the TAs' and course coordinators' perceptions of their roles in relation to the assessments are explored. The studied assessment types include lab assignments, midterm exams, and individual final projects. By using a mixed-method approach with a qualitative starting point, each of the stakeholders' perspectives has been studied in detail, mostly within a Swedish context. The research uncovers the complex role of the TAs and the other stakeholders' strong dependency on them. The results suggest that each of the three studied assessment types has weaknesses and strengths that often are experienced differently by the stakeholders. This includes pitfalls with how assessment situations, designed by course coordinators to be both learning activities and graded, are challenging for the TAs to conduct. The assessments then risk being experienced by the students as unfair or dependent on the TA. Further, the results suggest that TAs face challenges related to the student-TA relationship, specifically how to handle being friends with the students they teach. The large group of students limits the course coordinators' role in the assessments, and they have a monitoring role not always visible to the students.Recommendations for TAs and course coordinators, grounded in the research results, are presented in the thesis. Further implications from the research, in the form of TA training initiatives, are also described and evaluated as part of this thesis work.
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| 29. |
- Stenbom, Stefan, 1982-
(författare)
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A systematic review of the Community of Inquiry survey
- 2018
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Ingår i: The Internet and higher education. - : Elsevier. - 1096-7516 .- 1873-5525. ; 39, s. 22-32
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this paper is to gain knowledge about the implementation and development of the Community of Inquiry survey. This paper describes a systematic review of peer-reviewed journal papers where the survey has been used to collect and analyze empirical data about a learning experience. A total of 103 journal papers published between 2008 and 2017 were reviewed to reveal the context, research design, and results obtained using the survey. These results specify that the Community of Inquiry survey provide results that are valid and reliable. The instrument has been used effectively to examine learning experiences and to compare different premises in many contexts. It is, however, necessary to expand the settings in order to make more general claims about the nature of online and blended learning.
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| 30. |
- Stenbom, Stefan, Universitetslektor, docent, 1982-, et al.
(författare)
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Blended Synchronous Learning in Voluntary Education
- 2023
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Konferensbidrag (refereegranskat)abstract
- This concise talk presents a project on blended synchronous learning within the context of ‘folkbildning’, the liberal non-formal and voluntary educational system in Sweden. Blended synchronous learning is, in this context, described as a synchronous learning activity combining in-person and online participation (Bower et al., 2015; Raes et al., 2020). The project explored the technical, pedagogical, and leadership prerequisites for implementing blended synchronous sessions in this unique educational setting guided by the Community of Inquiry framework (Garrison, 2017). The research method used was action-based (Reason & Bradbury, 2008), with data collected using observation and semi-structured interviews with teachers, students, and leaders in the voluntary education system in the Östergötland region of Sweden.The project’s findings verify the potential advantages of blended synchronous learning, emphasizing its accessibility and flexibility. Notably, this mode of education is also familiar enough to regular in-person education teachers and students with limited experience with online learning. However, our research emphasizes the importance of designing, facilitating, and guiding the learning experience to foster a cohesive community of inquiry and counteract the formation of a segregated environment where in-person participants dominate while remote participants feel isolated.
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| 31. |
- Stenbom, Stefan, Universitetslektor, docent, 1982-, et al.
(författare)
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Introduction to the Community of Inquiry theoretical framework
- 2024
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Ingår i: The Design of Digital Learning Environments. - New York : Routledge. ; , s. 3-25
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Bokkapitel (refereegranskat)abstract
- This chapter introduces this book and the Community of Inquiry theoretical framework that underlies the pedagogical applications described in it. We provide an overview of the learning settings described as communities of inquiry. A community of inquiry is a group of people who come together to learn as a group using scientific approaches characterized by collaborative and individual strategies. The contexts and roots of the collaborative and constructive learning paradigm are also discussed.The theoretical foundation of this book is the Community of Inquiry theoretical framework. This is the most established digital teaching and learning research framework for analyzing and designing learning experiences. Detailed descriptions of the framework's structure with Teaching Presence, Social Presence, and Cognitive Presence are included here, along with basic concepts, terminology, and empirical analysis tools. We also address some of the conceptual deliberations that surround the existing model.In the second part of the chapter, we provide an overview of all book chapters. The book is structured with five parts, encompassing a total of 15 chapters providing generic guiding principles, design for specific course conditions, and delivery applications. Chapters report research conducted and/or interpret the theoretical foundations of the practice of designing and delivering digital learning experiences.
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| 32. |
- Stenbom, Stefan, 1982-
(författare)
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Mattecoach på nätet
- 2010
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Konferensbidrag (refereegranskat)abstract
- Mattecoach på nätet är en satsning där elever på Stockholmsskolor på kvällstid kan få hjälp av lärarstudenter med matematik via direktmeddelandeprogrammet Windows Live Messenger. Stefan Stenbom som är projektledare berättar om projektet och hur de praktiskt arbetar i lärarrollen när de möter ungdomar på MSN.Mattecoach på nätet är en satsning där elever på Stockholmsskolor på kvällstid kan få hjälp av lärarstudenter med matematik via direktmeddelandeprogrammet Windows Live Messenger. Tjänsten är öppen för alla elever från åk 6 till och med gymnasiet och komvux i Stockholm. Syftet med projektet är att bidra till ökad måluppfyllnad i matematik bland Stockholms elever, utveckla den digitala kompetensen bland lärarstudenter och ta fram metoder för lärarhandledning via Internet.Coacherna är alla lärarstudenter på KTH och Stockholms universitet och genomgår en coachutbildning där de får lära sig handledning på nätet. Genom att använda lärarstudenter lär vi oss samtidigt hur en lärares roll på Internet kan se ut, något som vi tror är viktigt inför framtiden. Vi sparar alla konversationer vilka analyseras och sammanställs. Till exempel var under hösten 2009 medelkonversationslängden 26,8 minuter och 23 % av frågorna handlade om algebra. Stefan Stenbom som har byggt upp verksamheten och leder projektet håller presentationen, berättar om projektet och hur de praktiskt arbetar i lärarrollen när de möter ungdomar på MSN.
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| 33. |
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| 34. |
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| 35. |
- Stenbom, Stefan, 1982-, et al.
(författare)
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Revising the Community of Inquiry framework for the analysis of one-to-one online learning relationships
- 2016
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Ingår i: International Review of Research in Open and Distance Learning. - : Athabasca University Press. - 1492-3831. ; 17:3, s. 36-53
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Tidskriftsartikel (refereegranskat)abstract
- In online learning research, the theoretical Community of Inquiry framework has been used extensively to analyze processes of inquiry among learners and instructors within a community. This paper examines a special case of community of inquiry consisting of only one learner and one instructor. Together they engage in an online coaching discourse to form a relationship of inquiry. Within these relationships, coachees pass through processes of practical inquiry process while a coach supports the process. In this study, a framework and coding scheme were developed for use in a transcript coding procedure including 3,109 messages from an online coaching case in math for k‑12 students. It is found that the elements of cognitive, teaching, and social presence, as well as the newly proposed emotional presence, which outlines a community of inquiry, comprise an effective structure for the analysis of one-to-one online coaching environments. The findings of this exploratory study suggest that a Relationship of Inquiry framework has the potential to support development of one-to-one online learning.
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| 36. |
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| 37. |
- Vaughan, Norm, et al.
(författare)
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Blended Learning From Design To Evaluation : International Case Studies Of Evidence-Based Practice
- 2016
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Konferensbidrag (refereegranskat)abstract
- Laumakis, Graham and Dziuban (2009) suggest “the impact of blended learning is potentially monumental – permanently changing how students interact with higher education” (p.23). This panel presentation will highlight the rationale, benefits, challenges, strategies, and “lessons learned” from five international faculty development initiatives for blended learning.
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| 38. |
- Vaughan, Norman, et al.
(författare)
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Blended Learning from Design to Evaluation : International Case Studies of Evidence-Based Practice
- 2017
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Ingår i: Online Learning. - : The Online Learning Consortium. - 2472-5730 .- 2472-5749. ; 21:3, s. 103-114
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Tidskriftsartikel (refereegranskat)abstract
- This study compares and contrasts four international faculty development programs for blended learning in order to understand the benefits, challenges, lessons learned, and recommendations from such initiatives. The benefits identified for faculty members, who participated in these programs, were that they became more reflective of their teaching practice and began to make a role adjustment from being a content provider to a designer and facilitator of learning for students. The biggest challenge appeared to be a lack of common institutional definition and understanding of blended learning as well as a lack of time and resources to support faculty in the redesign of their courses. With regards to lessons learned, each program emphasized the need for all institutional stakeholders to be involved in supporting the initiative and that blended learning does not simply imply adding digital technologies to an existing face-to-face course. The key recommendation from this study is that a faculty development program for blended learning needs to be clearly aligned with the institution’s vision and mission.
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