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- Grankvist, Olov, et al.
(författare)
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Can physicians be replaced with gynecological teaching women to train medical students in their first pelvic examination? A pilot study from Northern Sweden.
- 2014
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Ingår i: Patient Education and Counseling. - : Elsevier. - 0738-3991 .- 1873-5134. ; 96:1, s. 50-54
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Tidskriftsartikel (refereegranskat)abstract
- Objective The main objective was to gain a deeper understanding of how medical students perceive and experience learning from gynecological teaching women (GTW) instead of physicians in their first pelvic examination. A second aim was to describe how the women experience their roles as GTW.Methods Data were collected from individual interviews with 24 medical students from a medical school in Sweden and with 5 GTW. Discourse analysis was performed to acquire a deeper understanding of the informants’ experiences and to understand social interactions.Results Five themes revealed in the medical students’ experiences: “Hoping that anxiety will be replaced with security,” “Meeting as equals creates a sense of calm,” “Succeeding creates a sense of security for the future,” “Wanting but not having the opportunity to learn more,” and “Feeling relieved and grateful.” One theme revealed in the GTW experiences: “Hoping to relate in a trustworthy way.”Conclusion To replace physicians with GTW may facilitate the learning process and may also help medical students improve their communicative skills. Using GTW will hopefully further improve students’ basic medical examination techniques and physician–patient relationships.Practice implications Since GTW seems to increase self-confidence and skills of medical students performing their first pelvic examination we recommend that the use of GTW is considered in the training of medical students.
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| 5. |
- Lindberg, Ola J., 1966-, et al.
(författare)
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Signs for learning to perform in a digital environment
- 2010
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Ingår i: Australasian Journal of Educational Technology. - : Australasian Society for Computers in Learning in Tertiary Education. - 1449-3098 .- 1449-5554. ; 26:7, s. 996-1011
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Tidskriftsartikel (refereegranskat)abstract
- This article is about learning to perform in a digital environment with specific focus on online higher education. In the article, an online higher educational setting is analysed from a hermeneutical approach, using the learning sequence model suggested by Selander (2008) as a theoretical frame. The institutional framing, used as an empirical example, is a Swedish online higher education course. Based on the course presentation in the course study guide, the course curricula, and the course evaluation, the setting for this article is considered as a case (Stake, 1995; Yin, 2003). The analysis of the setting and course design, in terms of objectives and aims, assessment, and social software used in the course, is focused on the signs as design for learning and on the performative aspects of these intentions. In the final section some issues and questions in relation to designing for learning in online higher education are raised.
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| 6. |
- Olofsson, Anders D, 1973-, et al.
(författare)
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Assessment through the use of blogs - could it facilitate peer-to-peer learning in online higher education?
- 2010
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Ingår i: Readings in technology and education. - : University of the Fraser Valley Press. ; , s. 245-255
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Konferensbidrag (refereegranskat)abstract
- In this paper, the use of student blogs as an assessment tool is analysed to better understand how blogs could provide possibilities for and facilitate reflective peer-to-peer learning. The empirical setting comprised an online higher education course. Twenty three students were enrolled and wrote individual blogs. Data is the total amount of blogs and related comments published online. For the analysis the concept ICE (Ideas, Connections, and Extension) (Fostaty Young, 2005) was used. The students expressed ideas, connections, and extensions. The use of blogs as tools for formative peer-assessment in online higher education can enhance the students’ peer-to-peer learning through technology.
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| 7. |
- Olofsson, Anders D., 1973-, et al.
(författare)
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Blogs and the design of reflective peer-to-peer technology-enhanced learning and formative assessment
- 2011
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Ingår i: Campus-Wide Information Systems. - : Emerald Group Publishing Limited. - 1065-0741. ; 28:3, s. 183-194
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: The purpose of this paper is to analyze the use of blogs as part of a formative assessment practice, to report how reflective peer-to-peer learning can be designed and provided in online higher education.Design/methodology/approach: The research relies on a qualitative approach. The empirical setting comprised an online higher education course in which 23 students were enrolled. All students wrote individual blogs, and the analysis was done using all postings and comments from the blogs. For the analysis the ICE (Ideas, Connections, and Extension) three level classification model was used.Findings: The designed blog exercise turned into an informal and formative type of assessment that scaffolds the students' learning, providing a reflective peer-to-peer technology-enhanced learning design.Research limitations/implications: The study is limited to one online higher education course. Additional research on educational technology and e-assessment is needed. In particular, research on the informed design of technology-enhanced learning practices characterized by formative e-assessment and the role of the designed use of blogs in the facilitating and enhancement of the students' peer-to-peer learning.Practical implications: The paper demonstrates that the design and use of blogs embrace a formative assessment approach that cultivates the students' reflective peer-to-peer learning.Originality/value: The paper provides insight into the designed use of blogs in online higher education together with the potential in formative assessment for learning. The ICE three-level classification model provides a dynamic possibility to analyze online higher educational practices.
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| 8. |
- Olofsson, Anders D, 1973-, et al.
(författare)
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Can OLC in TPD be TEL?
- 2010
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Ingår i: The First Nordic Symposium on Technology-Enhanced Learning (TEL). - Växjö : Linnéuniversitetet. ; , s. 59-61, s. 59-61
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Konferensbidrag (refereegranskat)
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| 9. |
- Olofsson, Anders D., 1973-, et al.
(författare)
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Editorial
- 2013
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Ingår i: Education Inquiry. - Umeå : Umeå university. - 2000-4508. ; 4:4, s. 595-606
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Tidskriftsartikel (refereegranskat)abstract
- Recent years have seen the increased use of digital technologies for educational activities at all levels of the education system (Jopling, 2012). The one-to-one initiative (also called the 1:1 initiative), referring to one digital device per student (Penuel, 2006), is widespread in many parts of the Western world (see, for example, Bebell & O’Dwyer, 2010; Fleischer, 2012), with the Nordic countries being no exception (Kroksmark, 2011; JRC, 2013). On a policy level, digital technologies are said to influence teaching and learning (OECD, 2009) and to embody the potential to both improve and change activities in school settings (European Commission, 2008). This optimistic yet also naïve understanding of digital technologies in schools expressed on the policy level represents a challenge.
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- Olofsson, Anders D., 1973-, et al.
(författare)
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Lärares professionella utveckling på nätet
- 2011
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Ingår i: Mer om nätbaserad utbildning. - Lund : Studentlitteratur. - 9789144068060 ; , s. 195-214
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Bokkapitel (refereegranskat)abstract
- Innehåll:KAPITEL 11 Lärares professionella utveckling på nätet 195 Anders D Olofsson och J Ola Lindberg Nätbaserade lärgemenskaper 196 Sex olika nätbaserade lärgemenskaper 198 The Inquiry Learning Forum 199 Transformation Teachers Programme 200 Florida Online Reading Professional Development 201 Lektionse 202 MirandaNet Fellowship 203 Pedanet – skolnätverk 204 Gemensamma teman 205 Möjligheter till förändring 210 Sammanfattning 211 Webbstöd 212 Litteratur 213
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