| 1. |
- Augustsson, Gunnar, 1953-, et al.
(författare)
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Online supervision : a theory of supervisors' strategic communicative influence on student dissertations
- 2014
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Ingår i: Higher Education. - : Springer Netherlands. - 0018-1560 .- 1573-174X. ; 67:1, s. 19-33
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Tidskriftsartikel (refereegranskat)abstract
- Online supervision mainly focuses on written communication and electronic drafts, while offline supervision comprises physical and social clues, verbal communication, and drafts of texts. This article focuses on supervisors' written online communication about drafts of undergraduate student dissertations. Theoretically, these utterances form part of the communicative exchanges performed in the practice of supervision. This means that supervision is an emergent phenomenon that relates to its past, current, and future states. The setting was a dissertation course within a bachelor programme in behavioural science. The data consists of 423 utterances from four supervisors. The utterances were analysed and categorised, and the results show different qualities and degrees of identifications in the supervisors' communicated utterances. The study shows that the quality of supervisors' utterances embraces the difference between the application of comments, points of view, instructions, and questions. This implicates the importance of supervisors' awareness of the nature and the combination of their utterances if they want to increase the student autonomy when supervising online.
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| 2. |
- Augustsson, Gunnar, 1953-, et al.
(författare)
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Supervisors' utterances in online supervision of first-year students dissertations
- 2012
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Ingår i: Proceedings of the 8th International Conference on Networked Learning 2012. - 9781862202832 ; , s. 136-143
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Konferensbidrag (refereegranskat)abstract
- While offline supervision is comprised of physical social clues, verbal communication, and drafts of texts, online supervision mainly focuses on written communication and electronic drafts. Participating in online supervision probably sets other requirements regarding clarity in the utterances of the supervisor. In online student supervision, it helps if supervisors are aware of differences in how their utterances of drafts are interpreted by students. Earlier research of supervision in online education has overlooked these differences in qualities of utterances. A problem that arises out of this omission is a deemphasizing of the quality in the social interplay between students and teachers in online supervision. A study of differences in written utterances of supervisors pays attention to this overlooking.As part of a greater research project of online supervision, the current study expands on earlier studies of the practice of online supervision by focusing on written utterances of supervisors and identifying and analysing differences in their comments on drafts of students’ dissertations. To fulfil this purpose online utterances' of supervisors were analysed. Theoretical ideas of communication and online participation were used to interpret the empirical data. Overall we identify four categories of utterances: comments, points of view, instructions, and questions.The preliminary results of the research project implicate the importance of awareness among supervisors in online supervision, particularly on the nature of the utterances they make use of when supervising students' academic writing. Such awareness makes it possible for supervisors to strategically emphasise students 'independence'. That could guide students through their writing by applying a balanced mix of comments, point of views, instructions, and questions. Reaching a balance in online supervisions may be very valuable in the process of supervising dissertation work.The preliminary results of the research project of online supervision suggest scrutinising how students perceive supervisor's utterances of their drafts. That task will, together with an analysis of how supervisors perceive their own utterances, be examined more closely in further studies. Those studies could focus on how the dialogue between students and supervisors intersects in drafts of student's dissertation.
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| 3. |
- Hrastinski, Stefan, et al.
(författare)
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How and why do students of higher education participate in online seminars?
- 2012
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Ingår i: Education and Information Technologies. - : Springer Science and Business Media LLC. - 1360-2357 .- 1573-7608. ; 17:3, s. 253-271
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Tidskriftsartikel (refereegranskat)abstract
- Online education is continuing to gain popularity in educational institutions and organizations. Hitherto, most research has occurred at aggregated levels, while few researchers have studied how and why individuals participate in online education. It is essential to examine individual perceptions and relationships in order to understand how students behave in relation to others. This paper investigates how students of higher education participate in online seminars and why they participate in certain ways. An online class that attended asynchronous and synchronous online seminars was studied. Electronic logs were used to examine how students participated and interviews were used to illustrate why they participated. It was revealed that the participation of students varied between aspects such as exchanging information, managing tasks and providing social support and the emphasis of these aspects were related to the tool they communicated through. A number of participation inhibitors were identified and it was also suggested how these inhibitors can be addressed.
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| 4. |
- Jaldemark, Jimmy, 1970-
(författare)
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Boundless writing : Applying a transactional approach to design of a thesis course in higher education
- 2012
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Ingår i: Informed Design of Educational Technologies in Higher Education. - Hershey, PA : IGI Global. - 9781613500804 ; , s. 135-151
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Bokkapitel (refereegranskat)abstract
- This chapter discusses the application of a transactional approach to educational design. Its purpose is to describe how such an approach could be applied to a thesis course. To fulfill this purpose the chapter unfolds by indicating that the practice of supervision faces challenges from changes in society. Technology-enhanced participation in supervision is one answer to these challenges. Inspired by scholars such as Bakhtin, Dewey, and Vygotsky the applied transactional approach expands on ideas such as dialogues and educational settings. The implementation of these ideas into the educational design intersects within two principles, group-work, and open and public exchanges of information. The transactional approach is then illustrated with the help of a first-year undergraduate thesis course in the discipline of Education.
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| 5. |
- Jaldemark, Jimmy, 1970-
(författare)
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Context and concepts in mobile learning
- 2013
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Ingår i: Proceedings of the IADIS International Conference Mobile Learning 2013, ML 2013 2013. - : IADIS Press. - 9789728939816 ; , s. 230-234
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Konferensbidrag (refereegranskat)abstract
- This reflective paper discusses the contextual and situated character of concepts in mobile learning. It aims at challenging current conceptualizations of mobile learning by utilizing ideas from pragmatist and socio-cultural perspectives. This challenge includes a framework that embraces a distinction between interactional and transactional world-views. The paper suggests a dynamic non-dualistic view of mobile learning. This view includes examples of concepts that might be appropriate for conceptualizations of mobile learning.
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| 6. |
- Jaldemark, Jimmy, 1970-
(författare)
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Critical Remarks on Conceptualisations of Online Education
- 2011
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Ingår i: UFV Research Review. - 1715-9849. ; 4:1, s. 12-28
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Tidskriftsartikel (refereegranskat)abstract
- This paper deals with the question of how to conceptualise education performed online. To answer this question data from an online course were interpreted through a theoretical frame consisting of interactional and transactional approaches to human action. Consequences for understanding and conceptualising the environment, technology, and communication in education performed online were unfolded. Conceptualisations building on the concept of learning environment were found to be problematic.
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| 7. |
- Jaldemark, Jimmy, 1970-, et al.
(författare)
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Designing for mobile learning in higher education
- 2014
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Ingår i: NGL 2014: Next Generation Learning. - Falun, Sweden : Dalarna University. - 9789185941582 ; , s. 22-26
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Konferensbidrag (refereegranskat)abstract
- AbstractThis paper deals with the problem of designing for participation in mobile learning. Particularly it discusses how such participation could be designed into higher educational settings. As society is increasingly dependent on mobile technological solutions, higher education needs to be prepared for changing behaviors in terms of increasingly emerging mobile communication patterns of students and teachers. Such communicative patterns are increasingly supported by technologies such as smartphones and tablets. Moreover, the number of mobile applications and devices ready to be implemented in educational settings are growing. Since the shift of the new millennium the research field of mobile learning has developed. Results from this field identifies that mobile learning is about learning through communicative actions between people and across different contexts. Personal portable and wireless devices support these communicative actions. The research field has discussed such learning in terms of aspects of physical space, technology, conceptual space, social space, and learning as dispersed over time. However, more research is needed from a Nordic perspective and with a focus on design of educational settings. Therefore, projects that explore models of mobile participation in blended higher education settings are needed. The design of such projects is of strategic value for institutions of higher education that need to be up-to-date with the development within the mobile society. In the paper the design of a development project is used as an example of how such design could be implemented in blended higher education settings. This project secured a wide range of learning about mobile learning in higher education settings by building on research reviews and experiences from teachers that informed their planning, and discussions of trials they performed in their own courses. The project includes trials that were conducted in four different first-cycle programs. These trials included an approach to mobile applications and devices that embraced the deployment of universityowned equipment as well as bring-you-rown-device scenarios. Cumulative features were included in the design of the project with the purpose of informing the performance of features in later stages of the project. Iteration was included to create loops of different features that could help participants recycle and share their experiences. The embracement of different approaches to technologies as well as the cumulative and iterative features of the design offered the opportunity to go beyond the traditional classroom in higher education settings.
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| 8. |
- Jaldemark, Jimmy, 1970-, et al.
(författare)
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Designing for mobile participation in blended higher educational settings
- 2014
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Ingår i: Proceedings of the 9th International Conference on Networked Learning 2014. - 9781862203044 ; , s. 364-367
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Konferensbidrag (refereegranskat)abstract
- As society is increasingly dependent on mobile technological solutions, higher education needs to be prepared for changing behaviours in terms of increasingly emerging mobile communication patterns of students and teachers. Therefore, projects that explore models of mobile participation in blended higher education settings are needed. This paper concerns the design for participation in mobile learning and in particular how participation could be designed into educational settings. Focus in the paper is the design of a university project aimed at exploring models of participation in blended learning through the use of mobile learning. The project "Mid Sweden University and Mobile Learning (MUML)" is used in the paper as an example of such design. This is argued to be of strategic value for institutions of higher education, the need to be up-to-date with the development within the mobile society. A wide range of learning about mobile learning in higher education settings were built into the project, including conducting research reviews and diverse experiences from teachers. The project included trials that were conducted in four different first-cycle programs, which then informed the planning and conducting of further trials in courses. These trials included approaches to mobile applications and devices that embraced the deployment of university-owned equipment as well as bring-your-own-device scenarios. Cumulative features were included in the design of the project with the purpose of informing the performance of features in later stages of the project. Iterations were included to create loops of different features that could help participants recycle and share their experiences. In this way the project had the intentions to explore different forms of participation.
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