| 1. |
- Du, Xiangyun, et al.
(författare)
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Examining engineering students' perceptions of learner agency enactment in problem- and project-based learning using Q methodology
- 2022
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Ingår i: Journal of Engineering Education. - : John Wiley & Sons. - 1069-4730 .- 1524-4873 .- 2168-9830. ; 111:1, s. 111-136
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Tidskriftsartikel (refereegranskat)abstract
- Background Few studies have reported how students enact learner agency in a team setting or examined what elements of team settings students perceive as more supportive of their learning in problem- and project-based learning (PBL) processes. Purpose This study explores how engineering students perceive their enactment of learner agency, particularly which aspects of the PBL process they find most important. Method Thirty-nine students from two PBL civil engineering courses in Qatar participated in the study. Q methodology was chosen for both qualitative and quantitative data collection and analysis. A 40-item Q set based on a theoretical model of learner agency was used. Results Eight significantly different student viewpoints emerged from the Q methodological factor analysis, indicating a range of individual perceptions of learner agency. Intrapersonal dimensions were highlighted by three of the eight viewpoints, behavioral dimensions were underlined by seven viewpoints, and environmental dimensions were valued by all viewpoints. Conclusion While the results reveal a wide range of individual experiences with learner agency across the three dimensions, students addressed self-directed learning aspects both actively and passively, suggesting that many participants still value instructors' roles of providing direct instruction and authorized knowledge in PBL. The results highlight the need for more awareness of learner agency and more opportunities for students to enact learner agency by increasing PBL knowledge, skills, and efficacy. Q methodology can contribute to engineering education research by providing new theoretical and empirical insights into learners' subjective understanding of agency in a PBL setting as a complex system.
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| 2. |
- Du, Xiangyun, et al.
(författare)
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Health educators' professional agency in negotiating their Problem-Based Learning (PBL) facilitator roles : Q study
- 2022
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Ingår i: Medical Education. - : John Wiley & Sons. - 0308-0110 .- 1365-2923. ; 56:8, s. 847-857
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: University educators are expected to cope with emerging situations and complex issues in teaching and learning, and this requires them to be agentic and proactive. While professional agency of health educators has not been investigated adequately, this study explores health educators' perception of their enactment of professional agency in the PBL facilitation process in a post-pandemic context.METHODS: Forty PBL facilitators from medical and dental programs in Qatar University participated in the study during the fall semester of 2021, after resuming in-person PBL sessions. To collect and analyze data both qualitatively and quantitatively Q methodology was employed. A 33-statement Q-set was established based on a proposed theoretical framework of professional agency in PBL facilitation, which included three dimensions - intrapersonal, action, and environment.RESULTS: Q factor analysis identified five significantly different viewpoints regarding how PBL facilitators perceive their professional agency sources, namely, 1) institutional resources, 2) policy guideline, 3) making efforts to improve support for students, 4) beliefs on PBL effectiveness, and 5) agentic actions. While four of the viewpoints were positive, participants with the second viewpoint reported negative perceptions and described lack of interest in facilitation work. All three dimensions of the framework were addressed and indicated complexity and interrelatedness of agency enactment. Consensus was observed regarding the need for more professional learning activities for faculty involved in PBL facilitation as source of professional agency.DISCUSSION: The results revealed a high variation of participants' perceptions of professional agency enactment throughout the three dimensions, indicating the need for establishing a common understanding of PBL facilitation work in a given context. For practical implications, further institutional efforts are required to support professional learning for PBL facilitation in a post-pandemic context. Alternate approaches highlighting enforcement of agentic actions in all dimensions of intrapersonal values, stance and action taking, and active interactions with students, colleagues and institutional environments are crucial. Q methodology provides new conceptual and empirical insights to explore the subjectivity of actors in health education.
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| 3. |
- Du, Xiangyun, et al.
(författare)
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University Teachers' Change Readiness to Implement Education for Sustainable Development through Participation in a PBL-Based PD Program
- 2022
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Ingår i: Sustainability. - : MDPI. - 2071-1050. ; 14:19
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Tidskriftsartikel (refereegranskat)abstract
- This study investigated university teachers' perspectives on their change readiness to implement education for sustainable development (ESD) through their participation in a problem-based learning (PBL) pedagogical development (PD) program. Theoretically, the study connected a systems-thinking approach to change readiness literature and proposed a four-dimensional conceptual framework, including intrapersonal, relational, and environmental dimensions. Q methodology was adopted to collect and analyze data both qualitatively and quantitatively. Four significantly different viewpoints emerged among the 25 participants regarding what they considered most important for their change readiness towards ESD, namely (1) improvement of teaching and learning performance, (2) personal learning and conviction, (3) applying PD learning to practice, and (4) student learning engagement and professional practice. Revealing a complex and interrelated connection between the four dimensions of change readiness, these results also observed university teachers' expression of learning gains and engagement in prospective change. Nevertheless, such change readiness was mainly within their micro teaching practice environment, with little anticipation of commitment to a wider institutional scale of change. Such restrictions on their change readiness were attributed to constrained institutional conditions and supports for long-term improvement. Results of the study suggested that it is essential to facilitate both individual awareness and efforts, as well as institutional readiness for the goal of implementing ESD in higher education (HE). In this regard, both systemic and systematic professional learning activities are recommended.
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| 4. |
- Lundberg, Adrian
(författare)
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Academics’ perspectives on good teaching practice in Switzerland's higher education landscape
- 2022
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Ingår i: International Journal of Educational Research Open. - : Elsevier. - 2666-3740. ; 3, s. 1-9
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Tidskriftsartikel (refereegranskat)abstract
- Describing good teaching practice in higher education is a perennial challenge in educational research. This is to some extent influenced by the lack of consensus among academics themselves. The purpose of this research project was to investigate the range and diversity of perceptions about good teaching practice within the Swiss higher education sector. Q methodological data was collected from 26 current participants of a professional development program towards a certificate of advanced studies in higher education and Q factor analysis revealed two different perspectives. Each of these factors was preliminarily interpreted by participants signifi- cantly loading on them. Not only adds this participatory design to the credibility and validity of factor de- scriptions, but the process promoted a deep and reflective engagement with methods and instructional practices in higher education.
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| 5. |
- Lundberg, Adrian, et al.
(författare)
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Deliberative academic development with university teachers in times of crisis
- 2022
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Ingår i: International journal for academic development. - : Routledge. - 1360-144X .- 1470-1324. ; 27:2, s. 163-175
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Tidskriftsartikel (refereegranskat)abstract
- When stable and reliable practices were disrupted due to the global pandemic, university teachers were forced to promptly adapt. Through Q sorting and deliberative dialogues, this study reports how university teachers shifted their normative values concerning successful future learning environments during the first year of the pandemic. Results provide valuable insight into first-person accounts of lived experiences and suggest recommendations for the next phase of academic development, including a stronger focus on hybridity and student responsibility. In general, participants held more pedagogical discussions in times of crisis and emerged as more reflective practitioners.
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| 6. |
- Lundberg, Adrian, et al.
(författare)
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Q Methodology as an Innovative Addition to Bullying Researchers’ Methodological Repertoire
- 2022
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Ingår i: International Journal of Bullying Prevention. - : Springer. - 2523-3653 .- 2523-3661. ; 4, s. 209-219
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Tidskriftsartikel (refereegranskat)abstract
- The feld of bullying research deals with methodological issues and concerns afecting the comprehension of bullying andhow it should be defned. For the purpose of designing relevant and powerful bullying prevention strategies, this articleargues that instead of pursuing a universal defnition of what constitutes bullying, it may be of greater importance to investigate culturally and contextually bound understandings and defnitions of bullying. Inherent to that shift is the transition to amore qualitative research approach in the feld and a stronger focus on participants’ subjective views and voices. Challengesin qualitative methods are closely connected to individual barriers of hard-to-reach populations and the lack of a necessarywillingness to share on the one hand and the required ability to share subjective viewpoints on the other hand. By reviewingand discussing Q methodology, this paper contributes to bullying researchers’ methodological repertoire of less-intrusivemethodologies. Q methodology ofers an approach whereby cultural contexts and local defnitions of bullying can be putin the front. Furthermore, developmentally appropriate intervention and prevention programs might be created based onexploratory Q research and could later be validated through large-scale investigations. Generally, research results based onQ methodology are expected to be useful for educators and policymakers aiming to create a safe learning environment forall children. With regard to contemporary bullying researchers, Q methodology may open up novel possibilities through itsstatus as an innovative addition to more mainstream approaches.
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| 7. |
- Lundberg, Adrian
(författare)
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The language barrier of Sweden’s potentially diverse teaching force
- 2022
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper addresses two major challenges of 21st century education systems; the shortage of teachers in general and the lack of diversity in the teaching force. Similar to other European countries, Sweden has lately not only experienced international immigration connected to globalization, but also due to the recent refugee crisis. In addition to an increasingly diversified student population, large numbers of highly educated and qualified teachers were eager to enter the labor market in their new home. However, these teachers are usually confronted with language-related issues and experience a difficult intergration into the Swedish school system. Consequently, the challenges of teacher shortage and lack of teacher diversity should be understood as language (in) education phenomena.The guiding question of this qualitative case study is: What are the lived experiences of recently migrated teachers to Sweden? Ten teachers' responses from to an open-ended questionnaire and in-depth follow-up interviews were analyzed based on Bourdieu’s sociological concepts of habitus and capital. Teachers were asked to reflect on a) their teaching competence, b) differences between school leaders’ expectations of them in Sweden and in their home countries and c) what teacher education, school leaders and teachers could do to improve their situation as recently migrated teachers. All interviews were transcribed and hand-coded.Findings show that recently migrated teachers’ professional integration in Sweden is in fact problematic. Unless they are teachers of their native language, participating teachers report a lack of trust by and belonging to a community of practice involving colleagues and school leaders. The fact that they are often viewed as incompetent teachers due to their non-nativeness in Swedish is critically discussed. Implications for teacher education are presented, as a culturally diverse teaching force might contribute to a much needed culturally responsive teaching practice in a predominantly monolingual education system.
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| 8. |
- Slingsby, Martina H.Lundberg, et al.
(författare)
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Sequence-specific 2'-O-methoxyethyl antisense oligonucleotides activate human platelets through glycoprotein VI, triggering formation of platelet-leukocyte aggregates
- 2022
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Ingår i: Haematologica. - : Ferrata Storti Foundation (Haematologica). - 0390-6078 .- 1592-8721. ; 107:2, s. 519-531
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Tidskriftsartikel (refereegranskat)abstract
- Antisense oligonucleotides (ASO) are DNA-based, disease-modifying drugs. Clinical trials with 2'-O-methoxyethyl (2'MOE) ASO have shown dose- A nd sequence-specific lowering of platelet counts according to two phenotypes. Phenotype 1 is a moderate (but not clinically severe) drop in platelet count. Phenotype 2 is rare, severe thrombocytopenia. This article focuses on the underlying cause of the more common phenotype 1, investigating the effects of ASO on platelet production and platelet function. Five phosphorothioate ASO were studied: Three 2'MOE sequences; 487660 (no effects on platelet count), 104838 (associated with phenotype 1), and 501861 (effects unknown) and two CpG sequences; 120704 and ODN 2395 (known to activate platelets). Human cord bloodderived megakaryocytes were treated with these ASO to study their effects on proplatelet production. Platelet activation (determined by surface Pselectin) and platelet-leukocyte aggregates were analyzed in ASO-treated blood from healthy human volunteers. None of the ASO inhibited proplatelet production by human megakaryocytes. All the ASO were shown to bind to the platelet receptor glycoprotein VI (KD ∼0.2-1.5 mM). CpG ASO had the highest affinity to glycoprotein VI, the most potent platelet-activating effects and led to the greatest formation of platelet-leukocyte aggregates. 2'MOE ASO 487660 had no detectable platelet effects, while 2'MOE ASOs 104838 and 501861 triggered moderate platelet activation and SYKdependent formation of platelet-leukocyte aggregates. Donors with higher platelet glycoprotein VI levels had greater ASO-induced platelet activation. Sequence-dependent ASO-induced platelet activation and platelet-leukocyte aggregates may explain phenotype 1 (moderate drops in platelet count). Platelet glycoprotein VI levels could be useful as a screening tool to identify patients at higher risk of ASO-induced platelet side effects.
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