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From blended learning to learning onlife: ICTs, time and access in higher education
Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).ORCID-id: 0000-0003-0662-9136
2017 (Engelska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
Abstract [en]

Information and Communication Technologies, ICTs, has now for decades being increasingly taken into use for higher education, enabling distance learning, e-learning and online learning, mainly in parallel to mainstream educational practise. The concept Blended learning (BL) aims at the integration of ICTs with these existing educational practices. The term is frequently used, but there is no agreed-upon definition. The general aim of this dissertation is to identify new possible perspectives on ICTs and access to higher education, for negotiating the dichotomy between campus-based and ICT-enabled education. The access options of BL are in focus for this dissertation, although BL is generally seen as a campus phenomenon, and shares a place perspective. The main research questions in the dissertation are 1) how BL can be understood in the context of increased access to education, moreover, (2) how time can be work as a more constructive perspective for designing ICTs in education, compared to place. The dissertation comprises five articles. The first is conceptual and concentrates on place and time in blended learning, and forms a time-based model and perspective, drawing on the tension between synchronous and asynchronous modalities instead of a place-based center-periphery model. The following article examines the differences between North American and European use of the term BL, in education and research, and finds that BL is not much used by European researchers, although the term is frequently used in educational environments. Two design and intervention studies, articles 3 and 4, make experiments using the BL time-based model. In article 3, a group of untraditional learners at a learning centre in Arvidsjaur attends a synchronous co-located study circle group and participates in an asynchronous and global Massive Open Online Course (MOOC). In article 4, nine students in a preparatory year for entering engineering studies volunteer and participate in a pilot distance course experiment, where prevention of procrastination is a high priority. For this, agile framework theory, constructivist learning theory and the time-based model are used in design and analysis. The last article (5) reconnects learning to place by discussing and adapting Triple- and Quadruple Helix theory for regional development in the knowledge society to four regional European cases. At the end of the synthesis, an outline of the access affordances with the time-based model is given, drawing on Adam’s timescape theory. The discussion of ICT integration into education is made drawing on Floridi’s Philosophy of Information, which provides many tools to view discourses of ICTs in education critically, and also envisions the concept of e-ducation in the infosphere, where other blend issues appear connected to weak artificial intelligence and the pervasive power of ICTs.

Ort, förlag, år, upplaga, sidor
Umeå: Umeå University , 2017. , 96 + 7 s.
Serie
Doktorsavhandlingar i pedagogiskt arbete, ISSN 1650-8858 ; 72
Serie
The Post-Graduate School of the Educational Sciences, 17
Nyckelord [en]
blended learning, distance learning, e-learning, online learning, ICTs, synchronous learning, asynchronous learning, philosophy of information, learning onlife
Nationell ämneskategori
Pedagogiskt arbete
Forskningsämne
pedagogiskt arbete
Identifikatorer
URN: urn:nbn:se:umu:diva-130567ISBN: 978-91-7601-622-0 (tryckt)OAI: oai:DiVA.org:umu-130567DiVA: diva2:1068011
Disputation
2017-02-16, N320, Naturvetarhuset, plan 3, Johan Bures väg 16, Umeå, 10:00 (Engelska)
Opponent
Handledare
Tillgänglig från: 2017-01-26 Skapad: 2017-01-23 Senast uppdaterad: 2017-01-25Bibliografiskt granskad
Delarbeten
1. A Time Based Blended Learning Model
Öppna denna publikation i ny flik eller fönster >>A Time Based Blended Learning Model
2011 (Engelska)Ingår i: On the Horizon, ISSN 1074-8121, Vol. 19, nr 3, 207-216 s.Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Purpose – This paper seeks to outline a time-based strategy for blended learning that illustrates course design and delivery by framing students' learning opportunities in synchronous and asynchronous modalities.

Design/methodology/approach – This paper deconstructs the evolving components of blended learning in order to identify changes induced by digital technologies for enhancing teaching and learning environments.

Findings – This paper hypothesizes that blended learning may be traced back to early medieval times when printed material provided the first asynchronous learning opportunities. However, the digitalization of contemporary learning environments results in a de-emphasis on teaching and learning spaces. When time becomes the primary organizing construct for education in a technology-supported environment, blending possibilities emerge around five components: migration, support, location, learner empowerment, and flow.

Research limitations/implications – This study enables the readers to conceptualize blended learning as a combination of modern media, communication modes, times and places in a new kind of learning synthesis in place of traditional classrooms and technology with the teacher serving as a facilitator of a collective learning process.

Practical implications – The major implication of this paper is that modern learning technologies have freed students and educators from the lock in of classroom space as being the primary component of blended learning, thereby emphasizing learning rather than teaching in the planning process.

Originality/value – This paper proposes a new model of blended learning in which physical teaching environments give way to time. Time and synchronicity become the primary elements of the learning environments. In addition, the authors suggest that the time-based model as an educational “new normal” results in technologies as enablers rather than disruptors of learning continuity.

Ort, förlag, år, upplaga, sidor
Bingley: Emerald Group Publishing Limited, 2011
Nyckelord
Blended learning, Digital technology, New normal, Time-based learning, Education logistics
Nationell ämneskategori
Pedagogiskt arbete
Forskningsämne
pedagogiskt arbete
Identifikatorer
urn:nbn:se:umu:diva-87082 (URN)10.1108/10748121111163913 (DOI)2-s2.0-80052561063 (ScopusID)
Tillgänglig från: 2014-03-18 Skapad: 2014-03-18 Senast uppdaterad: 2017-01-25Bibliografiskt granskad
2. Are you Working in the Kitchen?: European Perspectives on Blended Learning
Öppna denna publikation i ny flik eller fönster >>Are you Working in the Kitchen?: European Perspectives on Blended Learning
2014 (Engelska)Ingår i: Blended learning: research perspectives, volume 2 / [ed] Charles Dziuban, Charles Graham, Anthony G. Picciano, Routledge, 2014, 251-267 s.Kapitel i bok, del av antologi (Övrigt vetenskapligt)
Ort, förlag, år, upplaga, sidor
Routledge, 2014
Nationell ämneskategori
Pedagogiskt arbete Lärande Medievetenskap
Identifikatorer
urn:nbn:se:umu:diva-84489 (URN)9780415632508 (ISBN)9780415632515 (ISBN)9781315880310 (ISBN)
Anmärkning

Chapter 17

Tillgänglig från: 2014-01-08 Skapad: 2014-01-08 Senast uppdaterad: 2017-01-25Bibliografiskt granskad
3. Using MOOCs at Learning Centers in Northern Sweden
Öppna denna publikation i ny flik eller fönster >>Using MOOCs at Learning Centers in Northern Sweden
2015 (Engelska)Ingår i: International Review of Research in Open and Distance Learning, ISSN 1492-3831, E-ISSN 1492-3831, Vol. 16, nr 6, 137-151 s.Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This paper describes the use of globally accessible Massive Open Online Courses, MOOCs, for addressing the needs of lifelong learners at community learning centers in Northern Sweden, by the forming "glonacal" or "blended" MOOCs. The Scandinavian "study circle" concept is used to facilitate the studying of MOOCs. Although the technical possibilities for Swedish universities to offer accessible education are constantly increasing, most Swedish universities do not, at present, prioritize courses for off-campus students. The available web courses in asynchronous formats are difficult to master for untraditional learners and leaves the learning centers with limited possibilities. Therefore, a Nordplus Horizontal project 2014-2016 with partners in three Nordic countries is developing models for the use of MOOCs in learning centers and organisations. A small pilot course case at the learning centre in Arvidsjaur and its outcomes is presented, including the interactions with Lund University which has an ongoing piloting project on use and examination of MOOCs. This concept development is discussed as a blended learning design and as a "glonacal" phenomenon with Marginson and Rhoades' "glonacal agency heuristics" (2002) forming a background for an actor analysis. Future scenarios are outlined. 

Ort, förlag, år, upplaga, sidor
Athabasca, Canada: Athabasca University, 2015
Nyckelord
Open educational practices, MOOC, Blended learning, Study circle, Learning center, glonacal
Nationell ämneskategori
Pedagogiskt arbete
Forskningsämne
pedagogiskt arbete
Identifikatorer
urn:nbn:se:umu:diva-114683 (URN)10.19173/irrodl.v16i6.2035 (DOI)000380030700009 ()
Projekt
NORDPLUS Horizontal: Global Cloud Services - Local Lifelong Learners
Tillgänglig från: 2016-01-25 Skapad: 2016-01-25 Senast uppdaterad: 2017-01-23Bibliografiskt granskad
4. Time Shifting and Agile Time Boxes in Course Design
Öppna denna publikation i ny flik eller fönster >>Time Shifting and Agile Time Boxes in Course Design
(Engelska)Manuskript (preprint) (Övrigt vetenskapligt)
Nationell ämneskategori
Pedagogik Lärande
Identifikatorer
urn:nbn:se:umu:diva-130595 (URN)
Tillgänglig från: 2017-01-25 Skapad: 2017-01-25 Senast uppdaterad: 2017-01-25
5. Quadruple Helix, Innovation and the Knowledge-Based Development: Lessons from Remote, Rural and Less-Favoured Regions
Öppna denna publikation i ny flik eller fönster >>Quadruple Helix, Innovation and the Knowledge-Based Development: Lessons from Remote, Rural and Less-Favoured Regions
Visa övriga...
2016 (Engelska)Ingår i: Journal of the Knowledge Economy, ISSN 1868-7865, E-ISSN 1868-7873, Vol. 7, nr 1, 23-42 s.Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This paper addresses the dynamics of knowledge-based development of remote, rural and less-favoured regions. Many of the regional strategies and policies aimed at developing innovation emanate from policymakers in centrally located urban conurbations and are assumed to be universally applicable. An example is the classical “triple helix” model and its successors for economic development based around the idea of universities, business and public sector organisations all coming together to foster innovation and economic prosperity. In many remote, rural and less-favoured localities, there may not be a university or other knowledge-intensive institution present which makes a difference from the point of view of local development agendas. In many regions, also the business community may be scattered and insufficiently developed in terms of innovation. And furthermore, this kind of region may also have a weak public sector to enhance innovativeness. In such regions, social and community groups may often play the dominant entrepreneurial role. The community may also play a significant role in remote, rural and less-favoured regions where the basic elements of “triple helix” model are present. In this respect the concept of a “quadruple helix” is highly beneficial. This is the case, because innovation processes are becoming increasingly open to different stakeholders. In this paper, four illustrative cases of knowledge-based development processes and policies in remote, rural and less-favoured regions are analysed by using a “double-coin model of knowledge-based regional development” which places the quadruple helix model at the very heart of knowledge-based regional development.

Ort, förlag, år, upplaga, sidor
New York: Springer Science+Business Media B.V., 2016
Nyckelord
Knowledge-based Regional development, Quadruple Helix, Triple helix, Quadruple helix, Double-coin mode
Nationell ämneskategori
Övrig annan samhällsvetenskap Sociologi (exklusive socialt arbete, socialpsykologi och socialantropologi)
Identifikatorer
urn:nbn:se:umu:diva-108637 (URN)10.1007/s13132-015-0289-9 (DOI)2-s2.0-84959086252 (ScopusID)
Tillgänglig från: 2015-09-15 Skapad: 2015-09-15 Senast uppdaterad: 2017-01-25Bibliografiskt granskad

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