| 1. |
- Jansson, Malin, 1988-
(author)
-
Spontaneous online tutoring : Students’ support of their own and other students’ process of inquiry in online text-based tutoring
- 2023
-
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.
|
|
| 2. |
- Diaz, Patricia, 1980-, et al.
(author)
-
How teacher educators use response systems – an interview study
- 2023
-
In: Interactive Learning Environments. - : Informa UK Limited. - 1049-4820 .- 1744-5191. ; , s. 1-13
-
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.
|
|
| 3. |
- Diaz, Patricia, 1980-, et al.
(author)
-
How using a response system in blended synchronous seminars encourages online and onsite student participation
- 2024
-
In: Education and Information Technologies. - : Springer Nature. - 1360-2357 .- 1573-7608.
-
Journal article (peer-reviewed)abstract
- The interest in blended synchronous learning environments has increased dramati-cally since the COVID-19 pandemic. However, a key challenge is how to simulta-neously encourage online and onsite student participation. Response systems havebeen found to stimulate student participation in classroom and online education set-tings. This study investigates how online and onsite students participate in blendedsynchronous seminars where a response system is being used. The data comprisesobservations of blended synchronous seminars, students’ written reflections, andstudent interviews, all of which were thematically analyzed. It was found that usinga response system encouraged online and onsite students to participate in variousways. Although online students mostly remained quiet, they perceived to engagethrough listening and thinking, participating in the seminars by absorbing informa-tion, and interacting with the content displayed via the response system. The onsitestudents participated vocally and more spontaneously. All students participated inwritten, anonymous, and game-based modes, suggesting that there were differentand complementary ways for students to participate when using a response system,which extended beyond merely talking or chatting. Notably, most students per-ceived the response system crucial to their participation in the blended synchronousseminars. The findings underscore the importance of encouraging student participa-tion in blended synchronous learning environments, highlighting response systemsas effective tools to encourage onsite and, particularly, online student participation.
|
|
| 4. |
- Forslind, Eva-Lena, 1971-, et al.
(author)
-
Digital kamratåterkoppling på visuella idéer i bild
- 2024
-
In: Bild och visuell kultur. - : Studentlitteratur AB.
-
Book chapter (other academic/artistic)abstract
- DET HÄR KAPITLET tar upp hur strukturerad kamratåterkoppling kan utveckla elevernas visuella idéer i bild med hjälp av digitala verktyg. Det undervisningsupplägg som presenteras är en uppgift där eleverna gör självporträtt i form av fotografiska stilleben och ger varandra återkoppling redan under skissarbetet och inte på den färdiga produkten. Två typer av återkoppling diskuteras, visuell och textbaserad. Båda modellerna är fördelaktiga att använda för att stärka elevernas idéutveckling vilket framhävs i grundskolans kursplan för bildämnet.
|
|
| 5. |
- Forslind, Eva-Lena, et al.
(author)
-
Digital peer feedback on visual ideas : a study of eighth-grade students in visual art
- 2023
-
In: Interactive Learning Environments. - : Routledge. - 1049-4820 .- 1744-5191.
-
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.
|
|
| 6. |
- Forslind, Eva-Lena, 1971-
(author)
-
Peer feedback with support of digital technology in visual art education
- 2023
-
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.
|
|
| 7. |
- Forslind, Eva-Lena, et al.
(author)
-
Visual Peer Feedback using a digital space : A study of sixth-grade students in the visual arts classroom
-
Other publication (other academic/artistic)abstract
- This article focuses on visual peer feedback, the idea process in visual arts education, and how this process was shared digitally. In the study, sixth-grade students gave each other visual feedback on their sketches in an assignment in pictorial composition. Visual feedback is understood here as direct interaction with copies of the original composition, given by adding and/or revising elements, which differs from traditional peer feedback that is mainly textual. The aim of the study was to investigate how students can develop their idea process by giving and receiving visual peer feedback, and how students can share their ideas and the feedback digitally. Thematic analysis was used to identify different techniques of visual communication given in the feedback, and a survey was used to map how the students perceived the feedback process. Most students engaged in the feedback process by reusing the objects or the shapes of the objects in the original sketch in new compositions using various techniques like cutting, sketching, and coloring. Most students found the peer feedback activity useful and appreciated studying and developing the work of their peers.
|
|
| 8. |
- Hrastinski, Stefan, Professor, 1980-, et al.
(author)
-
Communities, networks and ICT professional development across schools in close physical proximity
- 2020
-
In: Technology, Pedagogy and Education. - : Taylor & Francis. - 1475-939X .- 1747-5139. ; 29:2, s. 219-229
-
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'.
|
|
| 9. |
- Hrastinski, Stefan, Professor, 1980-, et al.
(author)
-
Examining the Development of K-12 Students' Cognitive Presence over Time : The Case of Online Mathematics Tutoring
- 2023
-
In: ONLINE LEARNING. - : The Online Learning Consortium. - 2472-5749. ; 27:3, s. 252-270
-
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.
|
|
| 10. |
- Jansson, Malin, et al.
(author)
-
Online question and answer sessions : How students support their own and other students' processes of inquiry in a text-based learning environment
- 2021
-
In: The Internet and higher education. - : Elsevier BV. - 1096-7516 .- 1873-5525. ; 51
-
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.
|
|
