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  • 1.
    Aghaee, Naghmeh
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hansson, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Peer Portal: Quality Enhancement in Thesis Writing Using Self-Managed Peer Review on a Mass Scale2013Ingår i: International Review of Research in Open and Distance Learning, ISSN 1492-3831, E-ISSN 1492-3831, Vol. 14, nr 1, 186-203 s.Artikel, forskningsöversikt (Refereegranskat)
    Abstract [en]

    This paper describes a specially developed online peer-review system, the Peer Portal, and the first results of its use for quality enhancement of bachelor's and master's thesis manuscripts. The peer-review system is completely student driven and therefore saves time for supervisors and creates a direct interaction between students without interference from supervisors. The purpose is to improve thesis manuscript quality, and thereby use supervisor time more efficiently, since peers review basic aspects of the manuscripts and give constructive suggestions for improvements. The process was initiated in 2012, and, in total, 260 peer reviews were completed between 1st January and 15th May, 2012. All peer reviews for this period have been analyzed with the help of content analysis. The purpose of analysis is to assess the quality of the students work. The results are categorized in four groups: 1) excellent (18.1%), 2) good (22.7%), 3) fragmented (18.5%), and 4) poor (40.7%). The overall result shows that almost 40% of the students produced excellent or good peer reviews and almost as many produced poor peer reviews. The result shows that the quality varies considerably. Explanations of these quality variations need further study. However, alternative hypotheses followed by some strategic suggestions are discussed in this study. Finally, a way forward in terms of improving peer reviews is outlined: 1) development of a peer wizard system and 2) rating of received peer reviews based on the quality categories created in this study. A Peer Portal version 2.0 is suggested, which will eliminate the fragmented and poor quality peer reviews, but still keep this review system student driven and ensure autonomous learning.

  • 2.
    Aghaee, Naghmeh
    et al.
    Stockholm Univ, Stockholm.
    Jobe, William
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Karunaratne, Thashme
    Stockholm University, Sweden.
    Smedberg, Åsa
    Stockholm University, Sweden.
    Hansson, Henrik
    Stockholm University, Sweden.
    Tedre, Matti
    Stockholm University, Sweden.
    Interaction Gaps in PhD Education and ICT as a Way Forward: Results from a Study in Sweden2016Ingår i: International Review of Research in Open and Distance Learning, ISSN 1492-3831, E-ISSN 1492-3831, Vol. 17, nr 3, 360-383 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Many research studies have highlighted the low completion rate and slow progress in PhD education. Universities strive to improve throughput and quality in their PhD education programs. In this study, the perceived problems of PhD education are investigated from PhD students' points of view, and how an Information and Communication Technology Support System (ICTSS) may alleviate these problems. Data were collected through an online open questionnaire sent to the PhD students at the Department of (the institution's name has been removed during the double-blind review) with a 59% response rate. The results revealed a number of problems in the PhD education and highlighted how online technology can support PhD education and facilitate interaction and communication, affect the PhD students' satisfaction, and have positive impacts on PhD students' stress. A system was prototyped, in order to facilitate different types of online interaction through accessing a set of online and structured resources and specific communication channels. Although the number of informants was not large, the result of the study provided some rudimentary ideas that refer to interaction problems and how an online ICTSS may facilitate PhD education by providing distance and collaborative learning, and PhD students' self-managed communication.

  • 3.
    Bergström, Peter
    Umeå universitet.
    Process-based assessment for professional learning in higher education: perspectives on the student-teacher relationship2010Ingår i: International Review of Research in Open and Distance Learning, ISSN 1492-3831, Vol. 11, nr 2, 33-48 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article reports on a study that was carried out in autumn 2007 with students in a professional nurse education distance course at a Swedish university. The study aimed to develop a greater understanding of the student-teacher relationship based on research questions addressing the teachers’ role, the learning process, and the assessment process in traditional approaches to teaching and learning. A didactical design was adopted, focusing on three learning outcomes in three phases. In each of the three phases, these learning outcomes were assessed by each student documenting his/her knowledge at the beginning, middle, and end of the course. Data was collected via in-depth interviews with students (n = 14) and through a questionnaire (n = 40) and was analysed using an inductive thematic analysis of the material. The results indicate a student-teacher relationship involving ambiguity and complexity in relation to the degree of teacher direction as being teacher-centred or learner-centred and also in relation to the learning process as being reproductive or productive. The interpretation of the results shows diverse aspects of the student-teacher relationship arising from students’ beliefs about teaching, learning, and assessment and, in particular, process-based assessment. The locus of control involves the teachers’ role, the learning process, and the assessment process, which illuminates different perspectives of power relations in the student-teacher relationship.

  • 4.
    Bergström, Peter
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Shifting the emphasis from teaching to learning: process-based assessment in nurse education2011Ingår i: International Review of Research in Open and Distance Learning, ISSN 1492-3831, E-ISSN 1492-3831, Vol. 12, nr 5, 108-124 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Shifting from an emphasis on teaching to learning is a complex task for both teachers andstudents. This paper reports on a qualitative study of teachers in a nurse specialist educationprogramme meeting this shift in a distance education course. The study aimed togain a better understanding of the teacher-student relationship by addressing researchquestions in relation to the students’ role, the learning process, and the assessment process.A didactical design comprising three phases focusing on distinct learning outcomesfor the course was adopted. Data were collected through in-depth interviews with teachersand were analysed using inductive thematic analysis. The results indicate a shift towardsa problematising and holistic approach to teaching, learning, and assessment. This shifthighlighted a teacher-student relationship with a shared responsibility in the orchestrationof the learning experience. The overall picture outlines a distance education experience ofprocess-based assessment characterised by the imposition of teachers’ rules and a lack ofcreativity due to the limited role of ICT merely as a container of content.

  • 5.
    Cleveland-Innes, Martha
    et al.
    Athabasca University, Canada.
    Campbell, P.
    Athabasca University, Canada.
    Emotional presence, learning, and the online learning environment2012Ingår i: International Review of Research in Open and Distance Learning, ISSN 1492-3831, E-ISSN 1492-3831, Vol. 13, nr 4, 269-292 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In spite of evidence that more and more students are engaging in online learning experiences, details about the transition for teachers and students to a new learning environment are still unconfirmed. While new technologies are often expected to make work easier, they also involve the development of new competencies. This change may, in itself, elicit an emotional response, and, more importantly, emotion may impact the experience of online learning. Knowledge about the impact of emotion on learning broadly is available, but not about emotion and online learning. This study presents evidence of emotions present in online environments, and empirical data which suggests emotional presence may exist as a fundamental element in an online community of inquiry.

  • 6.
    Cunningham, Una
    Stockholms universitet, Humanistiska fakulteten, Institutionen för språkdidaktik.
    Liminality and Disinhibition in Online Language Learning2011Ingår i: International Review of Research in Open and Distance Learning, ISSN 1492-3831, Vol. 12, nr 5, 25-37 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this paper is to bring theoretical concepts from other areas of scholarly research to bear on synchronous online education in a cross-disciplinary effort to shed light on what is going on by introducing systems of thought from other areas. The liminality and associated communitas which are found in synchronous online learning environments are examined for their possible consequences for learning in general and language learning in particular. Like computer-mediated communication, liminality has been associated with disinhibitory effects. Lack of excessive inhibition has been shown to have positive effects on second language production. The position of the online learner as “neither here nor there” or perhaps simultaneously both here and there is investigated and discussed. 

  • 7.
    Cunningham, Una
    et al.
    Högskolan Dalarna.
    Beers Fägersten, Kristy
    Högskolan Dalarna.
    Holmsten, Elin
    Högskolan Dalarna.
    "Can you hear me, Hanoi?": Compensatory Mechanisms Employed in Synchronous Net-Based English Language Learning2010Ingår i: International Review of Research in Open and Distance Learning, ISSN 1492-3831, Vol. 11, nr 1, Online- s.Artikel i tidskrift (Refereegranskat)
  • 8.
    Cunningham, Una
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Beers Fägersten, Kristy
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Holmsten, Elin
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    “Can you hear me, Hanoi?”: compensatory mechanisms employed in synchronous net-based English language learning2010Ingår i: International Review of Research in Open and Distance Learning, ISSN 1492-3831, Vol. 11, nr 1, 161-177 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper reports the intelligibility difficulties experienced by students of English for academic purposes at a university in Sweden while taking part in synchronous net-based seminars. Connectivity limitations, microphone and headphone problems, background noise and other factors in combination with limited skill in the perception of English speech make it difficult for these students to process speech directed to them. In addition, the speech the students are trying to process may be produced by nonnative speakers of English, either fellow students or teachers. A comparison of simultaneous communication in several of the modes available in the virtual seminar environment showed that students make use of a number of strategies to partly compensate for their failure to optimally perceive and produce speech.

  • 9. Gauvreau, S.
    et al.
    Hurst, D.
    Cleveland-Innes, Martha
    Athabasca University, Canada.
    Hawranik, P.
    Online professional skills workshops: Perspectives from distance education graduate students2016Ingår i: International Review of Research in Open and Distance Learning, ISSN 1492-3831, E-ISSN 1492-3831, Vol. 17, nr 5, 106-108 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    While many online graduate students are gaining academic and scholarly knowledge, the opportunities for students to develop and hone professional skills essential for the workplace are lacking. Given the virtual environment of distance learning, graduate students are often expected to glean professional skills such as analytical thinking, self-awareness, flexibility, team-building, and problem-solving inherently through informal means (Cleveland-Innes & Ally, 2012). The goal of this study was to evaluate the experiences of online graduate students participating in synchronous online professional skills workshops. Students attended the sessions from the various graduate programs at an online Canadian university. The discussions from the focus group held at the end of the project were used to achieve the research goals. This paper used a phenomenological lens to accomplish its research goals. The participants reported that they experienced a "sense of community" and learned skills that were not included in their academic programs.

  • 10.
    Hult, Agneta
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Dahlgren, Ethel
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Hamilton, David
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Teachers' invisible presence in net-based distance education2005Ingår i: International Review of Research in Open and Distance Learning, ISSN 1492-3831, Vol. 6, nr 3Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Conferencing – or dialogue – has always been a core activity in liberal adult education. More recently, attempts have been made to transfer such conversations online in the form of computer-mediated conferencing. This transfer has raised a range of pedagogical questions, most notably “Can established practices be continued? Or must new forms of participation and group management be established? This paper addresses these questions. It is based on two sources: (1) 3,700 online postings from a variety of Net-based adult education courses in Sweden; and (2) interviews with participants and course-leaders. It comprises a discussion of online conversational activity and, in particular, the absent presence and pedagogic orientation of teachers who steer learners towards explicit and implicit course goals. In other words, it is a reminder that adult education is not a free-floating form of self instruction but, rather, operates within boundaries created and managed by other human beings.

  • 11.
    Norberg, Anders
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Händel, Åsa
    Arvidsjaur kommun, Lärcentrum.
    Ödling, Per
    Inst för Elektro- och informationsteknik, Lunds universitet.
    Using MOOCs at Learning Centers in Northern Sweden2015Ingår 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)
    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. 

  • 12.
    Norberg, Anders
    et al.
    Umeå University.
    Stöckel, Birgit
    Umeå University.
    Antti, Marta-Lena
    Luleå tekniska universitet, Institutionen för teknikvetenskap och matematik, Materialvetenskap.
    Time shifting and agile time boxes in course design2017Ingår i: International Review of Research in Open and Distance Learning, ISSN 1492-3831, E-ISSN 1492-3831, Vol. 18, nr 6, 88-103 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The ongoing integration of Information and Communication Technologies (ICTs) into higher education courses is often called blended learning although it often relates to course design. It is usually understood in place categories, as a combination of traditional classroom-based sessions and Internet-enabled distance or online learning practices. One alternative understanding of ICT integration can be constructed of time categories, with an understanding of ICTs more as process- and project-related. Two such design frameworks are conceptually presented and then used together in a small case study in a pilot experiment in physics at the preparatory level for entering engineering programs at a university in Northern Sweden. These are a) time shift mechanisms between synchronous and asynchronous learning modes in the course process and b) agile frameworks mechanisms adapted from work process developments in the software industry. Both are here used to address common procrastination problems in flexible education. Data were collected in student interviews and analysed with qualitative content analysis. Results show student satisfaction with the work rhythm and that a feeling of presence, which enables easy interaction, can be facilitated by synchronicity.

  • 13.
    Popov, Oleg
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Teachers' and students' experiences of simultaneous teaching in an international distance and on-campus master's programme in engineering2009Ingår i: International Review of Research in Open and Distance Learning, ISSN 1492-3831, E-ISSN 1492-3831, Vol. 10, nr 3, 1-17 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Swedish universities frequently offer campus-based education as well as online courses, a system commonly referred to as dual mode. This paper analyses some challenging pedagogical aspects of a master's programme in engineering developed and delivered simultaneously online and on campus. Course evaluations, questionnaires, and interviews with the programme teachers were the main instruments used in this study. Activity theory was used as a theoretical framework for data collection and analysis. The study evidences the nature of problems experienced by on-campus and distance students as well as conflicts of interest and expectations existing between these two student groups. Teaching simultaneously in two modes demands extra effort from the course teachers, who are aware of the problems related to pedagogical communication needed by both groups. Though teaching in the dual mode offers economic benefits for the department, the simultaneous mode of teaching is experienced as problematical by both groups of students, with distance students appearing to be more disadvantaged in the programme.

  • 14.
    Stenbom, Stefan
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Teknik för lärande.
    Jansson, Malin
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Teknik för lärande.
    Hulkko, Annelie
    KTH.
    Revising the Community of Inquiry framework for the analysis of one-to-one online learning relationships2016Ingår i: International Review of Research in Open and Distance Learning, ISSN 1492-3831, E-ISSN 1492-3831, Vol. 17, nr 3, 36-53 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In online learning research, the theoretical Community of Inquiry framework has been used extensively to analyze processes of inquiry among learners and instructors within a community. This paper examines a special case of community of inquiry consisting of only one learner and one instructor. Together they engage in an online coaching discourse to form a relationship of inquiry. Within these relationships, coachees pass through processes of practical inquiry process while a coach supports the process. In this study, a framework and coding scheme were developed for use in a transcript coding procedure including 3,109 messages from an online coaching case in math for k‑12 students. It is found that the elements of cognitive, teaching, and social presence, as well as the newly proposed emotional presence, which outlines a community of inquiry, comprise an effective structure for the analysis of one-to-one online coaching environments. The findings of this exploratory study suggest that a Relationship of Inquiry framework has the potential to support development of one-to-one online learning.

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