| 1. |
- Agélii Genlott, Annika, 1968-, et al.
(author)
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Leading dissemination of digital, science-based innovation in school–a case study
- 2021
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In: Interactive Learning Environments. - : Informa UK Limited. - 1049-4820 .- 1744-5191. ; , s. 1-11
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Journal article (peer-reviewed)abstract
- Digitalizing school is a process that comes with challenges. It requires strategic leadership and transformational change to work processes. Nevertheless, some succeed, and it is useful to understand what makes for success. This paper studies the challenges of leading digitalization of education in a city which decided to implement an IT-supported method for teaching literacy in primary schools. The method required transformational change; teachers not only had to learn to use technologies, they also had to review their pedagogy. This study is guided by the Diffusion of Innovation theory and draws on interviews with school principals. We find that the critical factors relate to the communication channel, the social system within and across schools, and the time perspective.
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| 2. |
- Bradley, Linda, 1961, et al.
(author)
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Designing mobile language learning with Arabic speaking migrants
- 2023
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In: Interactive Learning Environments. - : Informa UK Limited. - 1744-5191 .- 1049-4820. ; 31:1, s. 514-526
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Journal article (peer-reviewed)abstract
- Learning the language is crucial to be included in a new society. For migrants, the smartphone is a commonly used device for staying connected, which could also be used for language learning purposes. This research concerns mobile literacy with newly arrived Arabic speaking migrants to Sweden and the use of mobile learning as a means for integration. The purpose is to investigate how mobile technology can be designed to support migrants' language learning process. The research concerns technology development where versions of a mobile application (app) are explored from a bottom-up perspective with Arabic speaking migrants. A qualitative method approach is applied, built on design principles focusing on the construction of situated artefacts and evaluation of performance. The results show that intuitive design and engaging content with connections to everyday social situations play important parts in sustaining motivation to engage with an app.
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| 3. |
- Bälter, Olof, 1962-, et al.
(author)
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Keystroke-level analysis to estimate time to process pages in online learning environments
- 2018
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In: Interactive Learning Environments. - : Taylor & Francis. - 1049-4820 .- 1744-5191. ; 26:4, s. 476-485
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Journal article (peer-reviewed)abstract
- It is challenging for students to plan their work sessions in online environments, as it is very difficult to make estimates on how much material there is to cover. In order to simplify this estimation, we have extended the Keystroke-level analysis model with individual reading speed of text, figures, and questions. This was used to estimate how long students might take to work through pages in an online learning environment. The estimates from the model were compared to data collected from 902 volunteer students. Despite the huge differences in reported reading speeds between students, the presented model performs reasonably well and could be used to give learners feedback on how long it takes to work through pages in online learning environments. This feedback could be used to support students’ motivation and effort regulation as they work through online course components. Although the model performs reasonably well, we propose giving feedback in the form of intervals to indicate the uncertainty of the estimates.
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| 4. |
- Diaz, Patricia, 1980-, et al.
(author)
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How teacher educators use response systems – an interview study
- 2023
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In: Interactive Learning Environments. - : Informa UK Limited. - 1049-4820 .- 1744-5191. ; , s. 1-13
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Journal article (peer-reviewed)abstract
- Teacher educators’ distinct and dual task of educating future teachers includes using digital tools to support students’ ongoing learning while exemplifying appropriate teaching strategies where the use of digital tools, such as response systems (RSs), are commonly occurring. RSs have been used in higher education for a long time, and many studies discuss how larger student groups answering multiple-choice questions during lectures contribute to student participation and learning. However, there is limited research on RSs, particularly related to teacher education. Therefore, this interview study aims to explore for what purposes teacher educators use RSs in teaching and what advantages and limitations they experience. In the thematic analysis, we found that the teacher educators used RSs to teach simultaneously as they were role models on how to use digital tools for learning. They used anonymous open-text answers more than multiple-choice questions to support student participation, immediately assess, and provide feedback in both larger and smaller groups. The complexity of time management connected to the use of RSs was highlighted. RSs were also used to initiate discussions with the teacher students about the purposes, advantages, and limitations of using digital tools for learning.
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| 5. |
- Forslind, Eva-Lena, et al.
(author)
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Digital peer feedback on visual ideas : a study of eighth-grade students in visual art
- 2023
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In: Interactive Learning Environments. - : Routledge. - 1049-4820 .- 1744-5191.
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Journal article (peer-reviewed)abstract
- This article focuses on developing the idea process in visual art education by using digital peer feedback. In the school subject visual art, the visual idea process, e.g. when students sketch their ideas, is an important phase in a project. When an idea takes form, there is the possibility for considering the idea in a new way, for others to study and discuss it, and most importantly, for generating new ideas. By digitally sharing their visual ideas and providing feedback, students might become more aware of their own and others' processes. This study aimed to explore how eighth-grade students develop and share visual ideas supported by digital peer feedback. Thematic analysis was used to identify different types of feedback provided by students. A qualitative survey was used to investigate student perceptions of the feedback. Many students appreciated receiving feedback from peers. Some students made significant or minor changes to their visual ideas based on the peer feedback, while other students abandoned their initial sketches and created entirely new ones, or did not make any changes to their initial idea. These results suggest that giving and receiving peer feedback is something that needs to be practiced in different specific school subjects.
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| 6. |
- Hrastinski, Stefan, 1980-, et al.
(author)
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Identifying and exploring the effects of different types of tutor questions in individual online synchronous tutoring in mathematics
- 2019
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In: Interactive Learning Environments. - : Informa UK Limited. - 1049-4820 .- 1744-5191. ; , s. 1-13
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Journal article (peer-reviewed)abstract
- Although we know that asking questions is an essential aspect of onlinetutoring, there is limited research on this topic. The aim of this paperwas to identify commonly used direct question types and explore theeffects of using these question types on conversation intensity, approachto tutoring, perceived satisfaction and perceived learning. The researchsetting was individual online synchronous tutoring in mathematics. Theempirical data was based on 13,317 logged conversations and aquestionnaire. The tutors used a mix of open, more student-centredquestions, and closed, more teacher-centred questions. In contrast toprevious research, this study provides a more positive account indicatingthat it is indeed possible to train tutors to focus on asking questions,rather than delivering content. Frequent use of many of the questiontypes contributed to increased conversation intensity. However, therewere few question types that were associated with statisticallysignificant effects on perceived satisfaction or learning. There are nosilver bullet question types that by themselves led to positive effects onperceived satisfaction and learning. The question types could be used byteachers and teacher students when reflecting on what types ofquestions they are asking, and what kind of questions they could be asking.
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| 7. |
- Hrastinski, Stefan, et al.
(author)
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Informal math coaching by instant messaging : Two case studies of how university students coach K-12 students
- 2014
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In: Interactive Learning Environments. - : Informa UK Limited. - 1049-4820 .- 1744-5191. ; 22:1, s. 84-96
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Journal article (peer-reviewed)abstract
- The aim of this study is to describe and explore how instant messaging (IM) can be used to support informal math coaching. We have studied two projects where university students use IM to coach K-12 students in mathematics. The coaches were interviewed with a focus on how informal coaching works by examining coaching challenges, how coaching can be organized, whether coaching should be anonymous or personal, which tools can be used and how informal math coaching supports learning. Research shows that generating and answering questions are important in the process of understanding and learning, which means that both the students and the coaches can learn math through this type of project. The coaches perceive informal math coaching as complementing online math forums. For students to learn effectively, the coaches need to be able to interpret the students' competence level in order to coach on a level that is within their development zone. It seems particularly challenging to coach at the right level when using IM and, therefore, it is important to establish a personal relationship with the students.
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| 8. |
- Hrastinski, Stefan, 1980-
(author)
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Informed design for learning with digital technologies
- 2020
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In: Interactive Learning Environments. - : Routledge. - 1049-4820 .- 1744-5191.
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Journal article (peer-reviewed)abstract
- There are many prescriptive learning design models, which attempt to guide teachers to design for learning by taking advantage of digital technologies. This paper argues that more emphasis could be put on design for learning as an informed practice. Four principles are suggested: Designs for learning should be (1) informed by available, relevant and recent resources, (2) continuously reflected upon and evaluated, (3) iteratively improved, and (4) shared, while also emphasizing lessons learned. Teachers should be encouraged to address questions that encourage them to inform their designs for learning, such as: What is known about the learning activity that you are designing? How can resources and your previous experiences be used to inform the design? How can you evaluate the design in order to know how it can be improved? How you can your designs and lessons learned be shared with others?.
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| 9. |
- Hrastinski, Stefan, 1980-
(author)
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Teachers as developers of local evidence to improve digital course design
- 2021
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In: Interactive Learning Environments. - : Informa UK Limited. - 1049-4820 .- 1744-5191. ; 29:4, s. 648-654
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Journal article (peer-reviewed)abstract
- Evidence can be used to support digital course design. The aim of this paper is to discuss how teachers can develop local evidence to support digital course design. Previous research has focused on how practice can be based on research, while we have a limited understanding of how local evidence is used and produced in practice. Local evidence helps practitioners to address a local issue, such as how to improve the design of a blended or online course. It is context-dependent and not intended to address universal problems. An edited book written by university teachers is used to provide examples of local evidence. It is argued that local evidence might be one of the key drivers of high-quality digital course design. Researchers play an important role in producing research evidence, while practitioners are essential to adapt research evidence into local evidence based on the local context, and to produce local evidence in order to improve digital course designs.
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| 10. |
- Hrastinski, Stefan
(author)
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The relationship between adopting a synchronous medium and participation in online group work : An explorative study
- 2006
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In: Interactive Learning Environments. - Philadelphia : Taylor & Francis. - 1049-4820 .- 1744-5191. ; 14:2, s. 137-152
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Journal article (peer-reviewed)abstract
- A brief narrative description of the journal article, document, or resource. Achieving student participation, it has been argued, is one of the most important challenges in distance education. This explorative study examines whether a synchronous communication medium, instant messaging (IM), may enable students to participate more actively in online group work. When comparing two groups that adopted IM with two groups that didn't it was found that the adopters had a higher sense of participation and spent more time working with the content and communicating with their peers. Moreover, the social networks of the adopters were slightly denser. Thus, the study indicates that the groups that adopted IM operated with a higher level of participation, although it should be noted that these results are based on a small group of students. All groups used e-mail for group interactions but the adopters also used IM as a complement to e-mail. This paper concludes by calling for more research to test the results of this study in other contexts. (Contains 6 tables and 2 figures.)
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