| 1. |
- Stenbom, Stefan, 1982-
(author)
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Online coaching as a Relationship of Inquiry : Exploring one-to-one online education
- 2015
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Doctoral thesis (other academic/artistic)abstract
- In educational development, much focus is put on the use of computers and other digital tools to enhance teaching and learning. One of the most used digital communication forms is one-to-one communication using text, images, and video. One-to-one communication for educational purposes has, however, so far received only modest attention in research.The purpose of this thesis is to explore inquiry-based one-to-one online education. An additional purpose is to explore opportunities and limitations with the Community of Inquiry framework, one of the most used models for analysis of online learning, when analyzing one-to-one online education. A particular interest is put on the role of emotions in the analyses. The empirical case used in the thesis is the Math Coach program who employs one-to-one education for k-12 students in mathematics via chat and a shared digital whiteboard.The thesis consists of an introduction and four papers. First, in Paper I online coaching is defined, explained, and discussed through a review of previous research and a study of the establishment and operation of the Math Coach program. Secondly, the Community of Inquiry framework is adapted for use in one-to-one settings forming the Relationship of Inquiry framework. Paper II initiates the adaption using a survey study, Paper III evaluates the role of emotions in the framework, and Paper IV consolidates the Relationship of Inquiry framework with a comprehensive description of its components and a transcript coding procedure.The findings indicate that inquiry-based one-to-one online education can be explored utilizing Online coaching as a Relationship of Inquiry. Online coaching is theoretically grounded in collaborative constructivism, critical thinking, and proximal development. It is defined as an inquiry-based learning activity where a person gets support on a specific subject matter from a more knowledgeable person using the Internet. The Relationship of Inquiry is a conceptual connection that is built between two persons that engage in a critical discourse in order resolve an educational issue. Central for the framework is the elements of cognitive presence, teaching presence, social presence, and emotional presence. Emotional presence is especially examined and confirmed as a critical interdependent element of the framework.
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| 2. |
- Svedin, Maria
(author)
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Do excellent engineers approach their studies strategically? : A quantitative study of students' approaches to learning in computer science education
- 2016
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Doctoral thesis (other academic/artistic)abstract
- This thesis is about students’ approaches to learning (SAL) in computer science education. Since the initial development of SAL instruments and inventories in the 70’s, they have been used as a means to understand students’ approaches to learning better, as well as to measure and predict academic achievement (such as retention, grades and credits taken) and other correlating factors. It is an instrument to measure a student’s study strategies – not how “good” a student is.A Swedish short version of Approaches and Study Skills Inventory for Students (ASSIST) was used to gather information on whether we, through context and content, encouraged sustainable study behaviour among our students. ASSIST was used in two distinct situations: 1) Evaluation and evolvement of an online programming course design, and 2) Engineering education in media technology and computer science in a campus environment where approaches to learning has been evaluated and studied over time during the five year long programmes. Repeated measurements have been analysed against factors predicting academic achievement, and have been evaluated on a cohort level (not individual) in order to clarify patterns rather than individual characteristics.Significant for both projects was that a surface approach to learning correlated negatively with retention. Students who adopted a combination of deep and strategic approach to learning performed better in terms of grades, ECTS credits completed and perceived value of the education. As part of developmental tools it can be beneficial to use ASSIST at a group level in order to see what kind of approach a course design or a programme supports among the students.
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| 3. |
- Jansson, Malin, 1988-
(author)
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Spontaneous online tutoring : Students’ support of their own and other students’ process of inquiry in online text-based tutoring
- 2023
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Doctoral thesis (other academic/artistic)abstract
- The use of online technologies has made education more accessible. In online education, there are increased expectations for students to be self-directed and take responsibility for their learning. Research has also shown that students can benefit from learning from each other. The purpose of this thesis is to explore how students support their own and other students’ process of inquiry in online text-based tutoring sessions. To enable the analysis of the conversations, a coding scheme for transcript analysis of online tutoring was introduced based on the Relationship of Inquiry framework, which is an adaptation of the Community of Inquiry framework.This thesis consists of four papers. The first paper focuses on the development of the RoI coding scheme, which is used in two of the following papers. In the second paper, the coding scheme is further revised regarding the aspect of students’ teaching presence and how it connects to students’ support of their own and other students’ inquiry process. In the third paper, students’ support of their own and other students’ process of inquiry in online text-based tutoring sessions is studied further, and their messages are analyzed with the revised coding scheme. The fourth paper adopts an inductive approach and analyzes how students take responsibility for their own and their peers’ problem-solving through thematic analysis. The findings show that in online tutoring sessions, students may spontaneously take on the role of a tutor. Through their expressions of teaching presence by, for example, explaining their issues and their previous steps, or answering other students’ questions and giving suggestions, students support their own as well as other students’ inquiry process. The findings indicate that students acquire metacognitive development, through self- and co-regulation, with their expressions of teaching and cognitive presence. Furthermore, the findings show that the coding scheme with fixed categories may not show the full picture of interactions in an online learning environment. Additional analysis reveals that students’ expressions focus on different levels of learning while supporting the problem-solving process. Lastly, this thesis offers guidance on how to create online tutoring sessions where students take responsibility for their learning and are encouraged to help one another.
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| 4. |
- Forslind, Eva-Lena, 1971-
(author)
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Peer feedback with support of digital technology in visual art education
- 2023
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Licentiate thesis (other academic/artistic)abstract
- This licentiate thesis focuses on the development of the idea process in art education 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 idea process and providing feedback, students can become more aware of their own and others' creative processes. Peer feedback in this thesis leans on two theories. The first is self-regulated learning, meaning that students formulate goals and identify needs (both their own and others’) when learning. In the feedback activity, the student is responsible for their own idea and for the visual feedback given to other students. They also receive valuable input when providing feedback. The second feedback theory is social constructivism and the zone of proximal development, i.e., the difference between what students accomplish in learning with the help of others and what students accomplish by themselves. In this study it is shown (by focusing on the social aspects of peer feedback) that when students help others, they develop their own products far more than they might have done if working individually. On two occasions, I observed and investigated how students (an eighth-grade and sixth-grade class) developed and digitally shared visual ideas supported by digital peer feedback. Thematic analysis was used on data gathered on both occasions (i.e. in both iterations of the study) to identify different types of feedback provided by students. In the first iteration, the feedback was in written form, and through analysis, five themes were created that described different types of peer feedback. In the second iteration, feedback was provided using various visual techniques, and through the analysis, four themes were formed. In each iteration of the study, four categories were created to describe the degree of change between the first and final sketches. The results suggest that using digital tools and peer feedback activities in visual art could help improve students’ abilities to develop ideas. The methodological contribution of this research is its new use of peer feedback using visual feedback. With this form of feedback, students stayed within one medium, using a sign system to communicate visual solutions on the sketches of other students. At the same time, they received practical tips and direct advice that they could immediately apply to their sketches.
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| 5. |
- Hrastinski, Stefan, Professor, 1980-, et al.
(author)
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Communities, networks and ICT professional development across schools in close physical proximity
- 2020
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In: Technology, Pedagogy and Education. - : Taylor & Francis. - 1475-939X .- 1747-5139. ; 29:2, s. 219-229
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Journal article (peer-reviewed)abstract
- Many studies have focused on professional development within schools, while this article focuses on ICT (information and communications technology) professional development across schools. The aim of this article is to explore how the encouragement of communities and networks might contribute to ICT professional development across schools in close physical proximity. The study is based on a two-year action research project and interviews with the participants of a lead teacher community across five schools. Although the lead teachers and school leaders played a central role, ICT professional development was dependent on a complex interplay of different types of communities and networks, both within, across and outside the schools. This study illustrates how ICT professional development occurred in both expected and unexpected ways and emphasises the need for professional development to take account of the complex needs of teachers, rather than being a 'one size fits all'.
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| 6. |
- Hrastinski, Stefan, Professor, 1980-, et al.
(author)
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Examining the Development of K-12 Students' Cognitive Presence over Time : The Case of Online Mathematics Tutoring
- 2023
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In: ONLINE LEARNING. - : The Online Learning Consortium. - 2472-5749. ; 27:3, s. 252-270
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Journal article (peer-reviewed)abstract
- In this article, we focus on the cognitive presence element of the Community of Inquiry (CoI) framework. Cognitive presence consists of four categories: Triggering Event, Exploration, Integration, and Resolution. These categories have been described as phases following an idealized logical sequence, although the phases should not be seen as immutable. Few studies have empirically examined how the four categories develop over time during the inquiry process. This article uses learning analytics methods to study transitions between the categories in K-12 online mathematics tutoring. It was statistically most probable that the tutoring sessions started with Triggering Event (95%) and then transitioned to Exploration (51%). The transitions from Exploration to Integration (18%) and Integration to Resolution (21%) achieved statistical significance but were less likely. In fact, it was more likely that the tutoring sessions transitioned from Integration to Exploration (39%) and Resolution to Exploration (36%). In conclusion, the findings suggest that the idealized logical sequence is evident in the data but that other transitions occur as well; especially Exploration recurs throughout the sessions. It seems challenging for students to reach the Integration and Resolution categories. As the CoI framework is commonly adopted in practice, it is important that tutors and educators understand that the categories of cognitive presence will often not play out in idealized ways, underlining their role in supporting how the inquiry process unfolds. In order to gain an improved understanding of the inquiry process, future research is suggested to investigate how the presences and categories of the CoI framework develop over time in different educational settings.
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| 7. |
- Jansson, Malin, et al.
(author)
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Online question and answer sessions : How students support their own and other students' processes of inquiry in a text-based learning environment
- 2021
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In: The Internet and higher education. - : Elsevier BV. - 1096-7516 .- 1873-5525. ; 51
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Journal article (peer-reviewed)abstract
- Online tutoring has been found to have a positive impact on student learning in STEM education. The aim of this study was to explore how and to what extent students supported their own and other students' processes of inquiry during online tutoring. More specifically, question and answer sessions (Q&As) were studied, and online tutoring transcripts were analyzed using the Relationship of Inquiry coding scheme adapted from the Community of Inquiry framework. The students interacted voluntarily with each other and with the teachers. The results show that the students supported both their own process of inquiry as well as other students' process of inquiry. Furthermore, the results indicate that students acquired metacognitive development through self- and coregulation when they expressed teaching presence. Overall, we conclude that Q&As have the potential to support student learning when working on assignments in STEM education.
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| 8. |
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| 9. |
- Josefsson, Pernilla, 1980-
(author)
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Higher education meets private use of social media technologies : An explorative study of students’ use
- 2017
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Doctoral thesis (other academic/artistic)abstract
- The work in this thesis sets out to explore how students perceive social media use in the context of higher education. More precisely, the focus is on students' use of, experience with, and attitudes toward the integration of social media into their learning environment. To complement this, teachers' incentives for including social media have been studied; to some extent their communication, attitudes, and online activity were also analyzed.The four different studies included in this thesis incorporated three major types of social media technologies: a social networking service (Facebook), a collaborative editable webpage (Wikipedia), and a microblog (Twitter). The studies adopted different approaches to data collection and analysis, including both qualitative and quantitative methods. The specific methods for each study were chosen to accommodate the research questions, for reasons of access to information, and due to ethical considerations.While each study differs in starting point and scope and provide particular contributions to the research area, the main contributions of the work as a whole are connected to findings on attitude changes, the professional role in students' use of social media, their teacher-like actions, confusion regarding moving between the identified roles, and the implementation of social media in higher education.The findings presented here are appropriate for guiding a nuanced discussion regarding the implementation of social media technologies in higher education, an implementation that was found to be contingent on appropriate use and a suitable social context. The findings suggest that the inclusion of social media in non-private contexts generally needs to have a clear aim and strategy for achieving it. The roles defined in this work - in terms of both being a student and the private and professional roles - could also serve as the basis for further exploration in other areas with comparable hierarchies in which it is necessary to understand how the individual relates to self-presentation, technological constraints, and roles, such as the relation between an employer and employee.
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| 10. |
- Larsson, Anders Olof, 1979-
(author)
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Doing Things in Relation to Machines : Studies on Online Interactivity
- 2012
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Doctoral thesis (other academic/artistic)abstract
- The Internet is often discussed in conjunction with various notions of interactivity. Recently, conceptualizations of a “Web 2.0″, mainly focusing on harnessing user-generated content, have grown increasingly common in both public discourse and among researchers interested in the continued growth and transformation of the Internet.This thesis approaches the use and non-use of online interactive features by societal institutions. Specifically, the thesis focuses on online newspapers and online political actors, studying the practitioners working within those institutions and on their respective audiences. Consisting of four empirical studies, the thesis is informed theoretically by the application of conceptual tools pertaining to structuration theory. In Anthony Giddens’ original conception, structuration theory posits that social structure is recursively shaped (and possibly altered) as human agents choose to re-enact certain modalities of specific structures. By changing their uses of the rules and resources made available to them by structure, humans are given agency in relation to overarching, macro-level structures. Giddens’ writings have also been contextualized to the study of information technology use by Wanda Orlikowski, who has mostly focused on organizational research.Combining insights from Giddens and Orlikowski, the thesis suggests that most Internet users are enacting a “structure of audiencehood”, entailing somewhat traditional consumer behavior, rather than a “structure of prosumerism”, which would entail extensive uses of the interactive features made available online. Similar traditional use patterns are discerned for practitioners. The thesis suggests that we should not be surprised at relatively low levels of use of interactive features by practitioners and audiences in these contexts. While the chosen areas of study are often surrounded by expectations and “hype” regarding the consequences of online interactivity, institutionalized news and politics can be said to represent stable structures – structures that have functioned in similar ways for extended periods of time, and, thus, are not so easily amended.
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