| 1. |
- Augustsson, Gunnar
(författare)
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Web 2.0, pedagogical support for reflexive and emotional social interaction among Swedish students
- 2010
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Ingår i: The Internet and higher education. - : Elsevier BV. - 1096-7516 .- 1873-5525. ; 13:4, s. 197-205
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Tidskriftsartikel (refereegranskat)abstract
- Collaborative social interaction when using Web 2.0 in terms of VoiceThread is investigated in a case study of a Swedish university course in social psychology. The case study method was chosen because of the desire not to manipulate the students' behaviour, and data was collected in parallel with course implementation. Two particular circumstances made the case study method appropriate: the impossibility to control student activities, and the study of contemporary and ongoing events. The results show that use of Web 2.0: a) supports students' reflections concerning their own and others' thoughts and emotions, b) supports individual students and integrates them into a work group, and c) develops students' identification and awareness in relation to self, a task and others. The findings implicate that Web 2.0 technology can be used as a valuable supplement in a campus course where other teaching takes place in time and space.
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| 2. |
- Cerratto-Pargman, Teresa, et al.
(författare)
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Designing Nordic Technology-enhanced Learning
- 2012
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Ingår i: The Internet and higher education. - : Elsevier BV. - 1096-7516 .- 1873-5525. ; 15:4, s. 227-230
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- The latest developments of information and communication technologies (ICT) and its large penetration in different sectors of our society pose new challenges and demands in the field of education. This special issue entitled "Designing Nordic technology-enhanced learning (TEL)", presents and discusses how researchers in the Nordic countries are currently framing and thinking about issues that are related to pedagogical design of learning spaces, digital literacies, educational professional development, design of tools engaging students in collaborative inquiry learning as well as design-oriented multimodal understandings of learning. The objective pursued with the special issue has been to reflect upon current problems that educational institutions, practitioners and TEL researchers are facing in the Nordic countries as regards the acknowledgment of young people's ICT practices within formal education. Such analytical work has led us to identify and elaborate on what we believe constitute forthcoming research challenges for learning and education in the Nordic countries.
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| 3. |
- Garrison, D.R, et al.
(författare)
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Exploring causal relationships among cognitive, social and teaching presence: Student perceptions of the community of inquiry framework
- 2010
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Ingår i: The Internet and higher education. - : Elsevier BV. - 1096-7516 .- 1873-5525. ; 13:1-2, s. 31-36
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Tidskriftsartikel (refereegranskat)abstract
- The causal relationships among the three presences in the Community of Inquiry (CoI) framework are explored and tested in this paper. The CoI framework has been used extensively in the research and practice of online and blended learning contexts. With the development of a survey instrument based on the CoI framework, it is possible to test the hypothesized causal relationships that teaching and social presence have a significant perceived influence on cognitive presence and that teaching presence is perceived to influence social presence. The results of this study confirm the factor structure of the CoI survey and the hypothesized causal relationships among the presences predicted by the CoI framework. These results point to the key role of teaching presence in establishing and stustaining a community of inquiry. Further research is called for to explore the dynamic relationships among the presences across disciplines and institutions as well as understand the existence and role of the specific sub-elements (categories) of each presence.
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| 4. |
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| 5. |
- Hrastinski, Stefan, et al.
(författare)
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Student-student online coaching : Conceptualizing an emerging learning activity
- 2013
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Ingår i: The Internet and higher education. - : Elsevier. - 1096-7516 .- 1873-5525. ; 16:1, s. 66-69
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this paper is to describe student-student online coaching, defined as "an online service where a student gets support on a specific subject matter from a more experienced student". Student-student online coaching emphasizes learning a subject matter by giving a student the opportunity to get coached by a coach, i.e. a more experienced student. Online coaching is encouraged by an organization, but the control of learning is primarily in the hands of the student. An example of online coaching is described, i.e. math coaching by instant messaging. A key challenge for coaches is to interpret the students' competence level, despite that they often do not know the students beforehand, in order to coach on a level that is within their zone of proximal development.
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| 6. |
- Knutsson, Ola, et al.
(författare)
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Identifying different registers of digital literacy in virtual learning environments
- 2012
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Ingår i: The Internet and higher education. - : Elsevier BV. - 1096-7516 .- 1873-5525. ; 15:4, s. 237-246
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Tidskriftsartikel (refereegranskat)abstract
- In this paper social semiotics, and systemic functional linguistics in particular, are used in order to identify registers of digital literacy in the use of virtual learning environments. The framework of social semiotics provides means to systemize and discuss digital literacy as a linguistic and semiotic issue. The following research question was investigated in the paper: What different registers of digital literacy could be identified when students and teachers communicate and interact in a VLE? The research question was answered by. initially, an application of social semiotics to virtual learning environments, and its relation to the knowledge domains of everyday, specialized and reflexive digital literacy. This application was then further developed, using an analysis of a course specific use of a virtual learning environment in a case study. The study identified discrepancies between the digital literacies of teachers. designers and students. These discrepancies mean that a shared semiotic register was sometimes difficult to maintain. The conclusion is that the designers and teachers as co-designers of virtual learning environments need a better understanding of everyday digital literacy in order to design more sufficient learning environments. The paper shows that digital literacy must be considered as a situated practice, and that it concerns functional and communicative competencies rather than acquiring a set of technical skills.
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| 7. |
- Selander, Staffan, 1947-, et al.
(författare)
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Multimodal design, learning and cultures of recognition
- 2012
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Ingår i: The Internet and higher education. - Amsterdam : Elsevier. - 1096-7516 .- 1873-5525. ; 15:4, s. 265-268
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Tidskriftsartikel (refereegranskat)abstract
- In this article, a design-oriented, multimodal understanding of learning will be outlined. There seems to be a need for a new conceptualisation of learning in an era characterised by an increasing virtual space, blended media and new communicative patterns. This means a broader understanding of learning, and a theoretical understanding of transformational and interactive processes, where meaning-making, the role of agency, and what is seen as proper representations and as signs of learning in a cultural context are central issues.
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