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- Hult, Agneta, 1952-, et al.
(författare)
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Teachers' invisible presence in net-based distance education
- 2005
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Ingår i: International Review of Research in Open and Distance Learning. - 1492-3831. ; 6:3
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Tidskriftsartikel (refereegranskat)abstract
- Conferencing – or dialogue – has always been a core activity in liberal adult education. More recently, attempts have been made to transfer such conversations online in the form of computer-mediated conferencing. This transfer has raised a range of pedagogical questions, most notably “Can established practices be continued? Or must new forms of participation and group management be established? This paper addresses these questions. It is based on two sources: (1) 3,700 online postings from a variety of Net-based adult education courses in Sweden; and (2) interviews with participants and course-leaders. It comprises a discussion of online conversational activity and, in particular, the absent presence and pedagogic orientation of teachers who steer learners towards explicit and implicit course goals. In other words, it is a reminder that adult education is not a free-floating form of self instruction but, rather, operates within boundaries created and managed by other human beings.
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- Hult, Agneta, et al.
(författare)
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Tio år senare - Lärares syn på yrket i en skola i förändring
- 2005
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Ingår i: Lärarrollen i ett föränderligt samhälle. En antologi om några forskningsprojekt som fått stöd från Länsförsäkringsbolagens forskningsstöd. - Stockholm : Länsförsäkringar. ; , s. 43-72
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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- Liljeström, Monica, 1965-, et al.
(författare)
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Peer review for learning in online and distance education
- 2008
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Ingår i: Tidskrift för lärarutbildning och forskning. - Umeå : Umeå universitet. Fakultetsnämnden för lärarutbildning. - 1404-7659. ; 15:3-4, s. 115-132
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Tidskriftsartikel (refereegranskat)abstract
- In this article the authors' reports early findings from a project aimed to implement and evaluate peer review in online and distance university education. Data was collected through an online questionnaire with open and closed questions aimed to capture student experiences in a distance course, in which peer review preceded by criteria discussions was implemented. In this article the aim is to learn more about strengths and obstacles with peer review, and participation through ICT and text based communication. A majority of the students found that participating in peer review was valuable, although some found participation a bit taxing and too time consuming. Participation through ICT and text based discussions was found sufficient by the majority although a few students found it restraining. The conclusion is that it can be well worth continuing exploring peer review and how to design this element to support students learning in online and distance university education.
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- Söderström, Tor, 1967-, et al.
(författare)
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Premises, promises : connection, community, and communion in online education
- 2006
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Ingår i: Discourse. Studies in the Cultural Politics of Education. - : Informa UK Limited. - 0159-6306 .- 1469-3739. ; 27:4, s. 533-549
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Tidskriftsartikel (refereegranskat)abstract
- This paper is an essay on the discursive politics of education. Data from a small study, combined with a review of the related literature, suggest that the overarching concept “community” lacks coherence when used in online education. At least three contrasting forms of connection can be discerned: communion among participants, exchange between participants, and attachment to an ideal. In turn, we believe that this incoherence is not a trivial semantic problem, but rather a central concern in current efforts to remodel, reform and globalize distance education.
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