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  • 1.
    Aghaee, Naghmeh
    et al.
    Institutionen för data- och systemvetenskap, Stockholms universitet.
    Keller, Christina
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    ICT-supported peer interaction among learners in bachelor’s and master’s thesis courses2016Ingår i: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 94, 276-297 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Peer interaction and collaborative learning through the use of ICT (Information and Communication Technology) is used to an increasing extent in higher education. Universities attempt to motivate learners (students) to support their peers to enhance the quality of learning outcomes. This study monitors how an ICTSS (ICT-based Support System) facilitates peer interaction in the Bachelor’s and Master’s thesis process. The aim of the study was to investigate learners’ perception of usefulness of an ICTSS for peer interaction and the influencing factors on the quality of the peer interaction. The ICTSS was developed at the Department of Computer and Systems Sciences (DSV), at Stockholm University. The system facilitates peer interaction in three ways: peer reviews, active participation, and final opposition. The study employed a mixed-method approach, which included an online survey followed by in-depth interviews. The target groups were learners at the Bachelor’s and Master’s level in computer science and information systems. The findings showed that learners perceived the peer interaction useful to enhance the quality of the thesis outcomes. However, there are influencing factors affecting the quality of peer interaction, in different phases of the thesis process. Examples of these factors are the quality of thesis manuscripts, supervisors’ control and grading of the process, clear instructions and guidelines, learners’ understanding of the peer interaction and why it takes place, previous training and learners’ motivation to perform peer reviews. Following these factors, the study developed a set of strategic suggestions from both pedagogical and technical aspects to enhance the peer interaction in the thesis process. Considering these suggestions makes the use of the ICTSS more effective to enhance the quality of thesis learning outcomes.

  • 2.
    Aghaee, Naghmeh
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Keller, Christina
    ICT-supported peer interaction among learners in Bachelor's and Master's thesis courses2016Ingår i: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 94, 276-297 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Peer interaction and collaborative learning through the use of ICT (Information and Communication Technology) is used to an increasing extent in higher education. Universities attempt to motivate learners (students) to support their peers to enhance the quality of learning outcomes. This study monitors how an ICTSS (ICT-based Support System) facilitates peer interaction in the Bachelor’s and Master’s thesis process. The aim of the study was to investigate learners’ perception of usefulness of an ICTSS for peer interaction and the influencing factors on the quality of the peer interaction. The ICTSS was developed at an institution in Sweden (the institution’s name has been removed during the double-blind review). The system facilitates peer interaction in three ways: peer reviews, active participation, and final opposition. The study employed a mixed-method approach, which included an online survey followed by in-depth interviews. The target groups were learners at the Bachelor’s and Master’s level in computer science and information systems. The findings showed that learners perceived the peer interaction useful to enhance the quality of the thesis outcomes. However, there are influencing factors affecting the quality of peer interaction, in different phases of the thesis process. Examples of these factors are the quality of thesis manuscripts, supervisors’ control and grading of the process, clear instructions and guidelines, learners’ understanding of the peer interaction and why it takes place, previous training and learners’ motivation to perform peer reviews. Following these factors, the study developed a set of strategic suggestions from both pedagogical and technical aspects to enhance the peer interaction in the thesis process. Considering these suggestions makes the use of the ICTSS more effective to enhance the quality of thesis learning outcomes. 

  • 3.
    Agélii Genlott, Annika
    et al.
    Örebro universitet, Handelshögskolan vid Örebro Universitet.
    Grönlund, Åke
    Örebro universitet, Handelshögskolan vid Örebro Universitet.
    Closing the gaps: Improving literacy and mathematics by ict-enhanced collaboration2016Ingår i: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 99, 68-80 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Literacy and mathematics are necessary skills that for different reasons unfortunately not everybody acquires sufficiently. In OECD countries there is also a gender gap; boys lag behind girls in literacy but often outperform girls in mathematics (OECD, 2012). ICT (Information and communication technologies) may contribute useful tools to address both these problems but in order to effectively create better educational conditions there is yet a need to develop effective methods that combine ICT with key factors for learning. This research contributes to this by measuring effects of the “Write to Learn” (WTL) method. WTL lets children from 1st grade use several ICT tools to write texts and subsequently discuss and refine them together with classmates and teachers using digital real-time formative feedback and assessment. The central learning factor addressed, in mathematics as well as in literacy, is the written communication allowing the learners to interact with peers and teachers. WTL draws on methods from socio-cultural theory, including continuous social interaction and written real-time formative feedback among peers, using shared electronic forums for collaboration, thereby providing social meaning and increased learning of literacy and mathematics, among both boys and girls.

    The study uses quantitative methods and two control groups, one using traditional method (no ICT) and one using technology individually (without integrated social interaction and formative feedback), to compare results from 502 students in grade 3 national tests in mathematics and literacy. WTL yields by far best results; higher average score both in literacy and mathematics, smaller gender gap, and significantly better results for the under-achievers. The ITU method performs worst, which shows that ICT use must be well integrated into the pedagogy to be useful.

  • 4.
    Alvarez, Claudio
    et al.
    Universidad de Los Andes.
    Salavati, Sadaf
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för informatik (IK).
    Nussbaum, Miguel
    Pontificia Universidad Catolica de Chile.
    Milrad, Marcelo
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för medieteknik (ME).
    Collboard: Fostering new media literacies in the classroom through collaborative problem solving supported by digital pens and interactive whiteboards2013Ingår i: Computers and education, ISSN 0360-1315, Vol. 63, 368-379 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Education systems worldwide must strive to support the teaching of a set of New Media Literacies (NMLs). These literacies respond to the need for educating human capital within participatory cultures in a highly technologized world. In this paper, we present Collboard, a constructivist problem solving activity for fostering the development of specific NMLs in classrooms: collective intelligence, distributed cognition and transmedia navigation. Collboard encompasses successive individual and collaborative work phases that prompt active student participation and engagement. It integrates digitally augmented appliances, namely, digital pens as a means to support individual work, and interactive whiteboards as a collaborative knowledge construction space. We report on the conceptual design of Collboard, its different technological and software components, as well as our findings from experiences we conducted in a Swedish school with 12 students from a 7th grade maths class. Findings from the experience provide an indication that Collboard can be well integrated in classroom teaching, and that it can foster the development of collective intelligence, distributed cognition and transmedia navigation in different knowledge domains. (C) 2013 Elsevier Ltd. All rights reserved.

  • 5.
    Bälter, Olle
    et al.
    KTH, Skolan för datavetenskap och kommunikation (CSC), Medieteknik och interaktionsdesign, MID.
    Enström, Emma
    KTH, Skolan för datavetenskap och kommunikation (CSC), Teoretisk datalogi, TCS.
    Klingenberg, Bernhard
    Department of Mathematics and Statistics, Williams College, Williamstown, MA, USA.
    The effect of short formative diagnostic web quizzes with minimal feedback2013Ingår i: Computers and education, ISSN 0360-1315, Vol. 60, nr 1, 234-242 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    To help students gauge their understanding of basic concepts and encourage good study habits, we administered short online quizzes that use generic questions in the crucial first few weeks of a course. The purpose of the study was to investigate whether the combination of these web quizzes with generic questions with only binary feedback (right or wrong) would be beneficial for students' learning. We implemented these quizzes in three classes in two different subjects at two different universities, one in Sweden and one in the USA. The students' views on the quizzes' effect on their learning was investigated with surveys and interviews.

    Almost all students appreciated having these quizzes and 38% of them changed their view on how much they knew of the material covered in the course. Furthermore, over 20% of the students reported altering their study habits as a consequence, in particular studying harder or earlier.

    In conclusion, this study indicated that short quizzes using generic questions with limited correct/incorrect feedback on each question, have positive effects when administered early in courses.

    The combination of generic questions and short quizzes could be of value for those contemplating automatic formative assessment, particularly if there is some hesitation with respect to the resources needed for constructing and validating the automatic feedback.

  • 6.
    Erixon, Per-Olof
    Umeå universitet, Humanistiska fakulteten, Institutionen för estetiska ämnen i lärarutbildningen.
    School subject paradigms and teaching practice in lower secondary Swedish schools influenced by ICT and media2010Ingår i: Computers and education, ISSN 0360-1315, Vol. 54, nr 4, 1212-1221 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article deals with how school subjects’ paradigms, i.e. the established content of the teaching and the way in which the teaching is traditionally organised, are influenced when digital media are becoming increasingly common in educational contexts. The study is based on interviews in so-called focus groups with teachers of different school subjects in a Swedish lower secondary school about issues concerning how much they use media and ICT in their teaching and how they think this affects the content of their subject, relations in the classroom, working methods and the role of the teacher. The theoretical point of departure is Basil Bernstein’s concepts of ‘recontextualisation’, ‘framing’, ‘classification’, and ‘the sacred and the profane’. The study shows that the teachers in the lower secondary school where the investigation was conducted use so-called new media to a relatively limited extent but that they are ready to develop their use if resources are made available. They also think that the content, working methods, relations and the role of the teacher are changing, usually for the better. Drawing on Durkheim’s concepts of ‘the sacred’ and ‘the profane’ it appears in this study that the sacred in schools is often associated with the physical and practical.

  • 7.
    Fakas, Georgios John
    et al.
    Department of Computing and Mathematics, Manchester Metropolitan University, Manchester, UK.
    Lamprianou, Iasonas
    Department of Education, University of Manchester, Manchester, UK.
    Andreou, Andreas
    Department of Education, University of Manchester, Manchester, UK.
    Pampaka, Maria
    Department of Education, University of Manchester, Manchester, UK.
    Schizas, Christos
    Department of Computer Science, University of Cyprus, Nicosia, Cyprus.
    The evaluation of the Cultural Journeys in the Information Society environment as an educational aid2005Ingår i: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 45, nr 1, 123-139 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The Cultural Journeys in the Information Society is a dynamic hypermedia environment, which proposes the Electronic Roads as a meta-form for exploring cultural information that can form Cultural Journeys. The Electronic Roads meta-form facilitates travelers to explore the information space in a natural and continuous way similar to the exploration of physical roads. This meta-form is advantageous over existing cultural exploration approaches, which usually apply only to discrete information spaces, failing to provide users with continuous explorations and as a result users may lose their intended destinations. The proposed environment provides extendable cultural and historical content for three Mediterranean countries, i.e. Cyprus, Jordan and Egypt. Such a system could be ideal for teaching history and culture; therefore several Learning Activities have been developed in this context. The learning effectiveness of the environment was evaluated in primary schools in Cyprus, where pupils were asked to complete specific Learning Activities by either using the Cultural Journeys in the Information Society environment or a static hypermedia system. The results showed that the pupils found our environment to be easier to use, compared to the static system and that the performance of the pupils that used it was significantly higher.

  • 8.
    Grönlund, Åke
    et al.
    Örebro universitet, Handelshögskolan vid Örebro universitet.
    Agelii Genlott, Annika
    Sollentuna Stad.
    Improving literacy skills through learning reading by writing: The iWTR method presented and tested2013Ingår i: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 67, 98-104 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Learning to read and write is a basic skill that unfortunately not everybody acquires sufficiently. Lack of teachers and time in school are some of the reasons, but in addition the enormous rise in informational activities due to the Internet and other information technology-enabled opportunities has made literacy skills increasingly important to ever more people. This means literacy education must be improved so more children in the world get better chances. In order to contribute to developing better methods for learning to read and write in early years this study tests a new method developed to improve reading and writing learning in early ages. The ICT (Information and communication technologies) supported “Integrated Write to Learn” (iWTR) method lets children in 1st grade use computers and other ICT tools to write texts and subsequently discuss and refine them together with class mates and teachers. Handwriting is postponed to 2nd grade. While the traditional method requires students to go through two development processes in parallel, a cognitive (learning to read and) a motor (learning to write with a pencil), iWTR works with one process at a time, first cognitive development, then (from grade 2) motor skills training. iWTR extends previous WTR methods by more social work methods using a web site and peer comment for providing social meaning and feedback.

    The method was tested using two test groups and two control groups (total n = 87) by systematically measuring performance in reading and writing using standard tests in combination with observations and student evaluation to assess social and individual effects of work methods.

    The results show that while reading skills were improved considerably the biggest improvement concerned writing skills. Students in the test group wrote longer texts with better structure, clearer content, and a more elaborate language.

  • 9. Haake, Magnus
    et al.
    Axelsson, Anton
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Avdelningen för visuell information och interaktion. Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Bildanalys och människa-datorinteraktion.
    Clausen-Bruun, Mette
    Gulz, Agneta
    Scaffolding mentalizing via a play-&-learn game for preschoolers2015Ingår i: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 90, 13-23 s.Artikel i tidskrift (Refereegranskat)
  • 10.
    Hrastinski, Stefan
    Uppsala University, Computer and Systems Science, Department of Information Science.
    A theory of online learning as online participation2009Ingår i: Computers and education, ISSN 0360-1315, Vol. 52, nr 1, 78-82 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this paper, an initial theory of online learning as online participation is suggested. It is argued that online learner participation (1) is a complex process of taking part and maintaining relations with others, (2) is supported by physical and psychological tools, (3) is not synonymous with talking or writing, and (4) is supported by all kinds of engaging activities. Participation and learning are argued to be inseparable and jointly constituting. The implication of the theory is straightforward: If we want to enhance online learning, we need to enhance online learner participation.

  • 11.
    Hrastinski, Stefan
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Samhällsvetenskapliga fakulteten, Institutionen för informationsvetenskap, Data- och systemvetenskap.
    A theory of online learning as online participation2009Ingår i: Computers and education, ISSN 0360-1315, Vol. 52, nr 1, 78-82 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this paper, an initial theory of online learning as online participation is suggested. It is argued that online learner participation (1) is a complex process of taking part and maintaining relations with others, (2) is supported by physical and psychological tools, (3) is not synonymous with talking or writing, and (4) is supported by all kinds of engaging activities. Participation and learning are argued to be inseparable and jointly constituting. The implication of the theory is straightforward: If we want to enhance online learning, we need to enhance online learner participation.

  • 12.
    Hrastinski, Stefan
    Uppsala University.
    What is online learner participation?: A literature review2008Ingår i: Computers and education, ISSN 0360-1315, Vol. 51, nr 4, 1755-1765 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    It is commonly argued that a key challenge for e-learning is to encourage learner participation. Even though this challenge has received increased attention by researchers, little effort has been put into developing a sound theoretical understanding of what online participation actually is and how it may be studied empirically. This paper examines the conceptions and research approaches that underlie research on online participation in e-learning settings. A classification scheme was iteratively developed and used when publications on the topic were reviewed. It was found that research is dominated by low-level conceptions of online participation, which relies on frequency counts as measures of participation. However, some researchers aim to study more complex dimensions of participation, such as whether participants feel they are taking part and are engaged in dialogues, reflected by using a combination of perceived and actual measures of participation. In conclusion, a definition of online learner participation that acknowledges its more complex dimensions, such as doing, communicating, thinking, feeling, and belonging, is proposed

  • 13.
    Hrastinski, Stefan
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Samhällsvetenskapliga fakulteten, Institutionen för informationsvetenskap, Data- och systemvetenskap.
    What is online learner participation?: A literature review2008Ingår i: Computers and education, ISSN 0360-1315, Vol. 51, nr 4, 1755-1765 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    It is commonly argued that a key challenge for e-learning is to encourage learner participation. Even though this challenge has received increased attention by researchers, little effort has been put into developing a sound theoretical understanding of what online participation actually is and how it may be studied empirically. This paper examines the conceptions and research approaches that underlie research on online participation in e-learning settings. A classification scheme was iteratively developed and used when publications on the topic were reviewed. It was found that research is dominated by low-level conceptions of online participation, which relies on frequency counts as measures of participation. However, some researchers aim to study more complex dimensions of participation, such as whether participants feel they are taking part and are engaged in dialogues, reflected by using a combination of perceived and actual measures of participation. In conclusion, a definition of online learner participation that acknowledges its more complex dimensions, such as doing, communicating, thinking, feeling, and belonging, is proposed.

  • 14.
    Hrastinski, Stefan
    et al.
    KTH, Skolan för datavetenskap och kommunikation (CSC), Medieteknik och grafisk produktion, Media.
    Keller, Christina
    Carlsson, Sven A.
    Design exemplars for synchronous e-learning: A design theory approach2010Ingår i: Computers and education, ISSN 0360-1315, Vol. 55, nr 2, 652-662 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Synchronous e-learning has received much less research attention, as compared with asynchronous e-learning. Practitioners that consider using and designing synchronous e-learning are in urgent need of guidance. In order to address this need, we propose design exemplars for synchronous e-learning. They are directed towards a primary constituent community of teachers, administrators, managers and developers of e-learning. The exemplars have been theoretically as well as empirically grounded through cross-case analyses of studies conducted between 2003 and 2006. Moreover, the exemplars have been evaluated by conducting focus group sessions with experienced practitioners having experience of using and developing e-learning. Strong support was identified for each design exemplar. The exemplars can be used as research hypotheses and be tested in future design research. (C) 2010 Elsevier Ltd. All rights reserved.

  • 15.
    Hrastinski, Stefan
    et al.
    Kungliga Tekniska Högskolan.
    Keller, Christina
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Carlsson, Sven A.
    Ekonomihögskolan, Lunds universitet.
    Design exemplars for synchronous e-learning: A design theory approach2010Ingår i: Computers and education, ISSN 0360-1315, Vol. 55, nr 2, 652-662 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Abstract: Synchronous e-learning has received much less research attention, as compared with asynchronous e-learning. Practitioners that consider using and designing synchronous e-learning are in urgent need of guidance. In order to address this need, we propose design exemplars for synchronous e-learning. They are directed towards a primary constituent community of teachers, administrators, managers and developers of e-learning. The exemplars have been theoretically grounded as well as empirically grounded through cross-case analyses of studies conducted between 2003 and 2006. Moreover, the exemplars have been evaluated by conducting focus group sessions with experienced practitioners having experience of using and developing e-learning. Strong support was identified for each design exemplar. The exemplars can be used as research hypotheses and be tested in future design research.

  • 16.
    Hrastinski, Stefan
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Samhällsvetenskapliga fakulteten, Institutionen för informatik och media.
    Keller, Christina
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Samhällsvetenskapliga fakulteten, Institutionen för informatik och media.
    Carlsson, Sven A.
    Ekonomihögskolan, Lunds universitet.
    Design exemplars for synchronous e-learning: A design theory approach2010Ingår i: Computers and education, ISSN 0360-1315, Vol. 55, nr 2, 652-662 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Synchronous e-learning has received much less research attention, as compared with asynchronous elearning. Practitioners that consider using and designing synchronous e-learning are in urgent need of guidance. In order to address this need, we propose design exemplars for synchronous e-learning. They are directed towards a primary constituent community of teachers, administrators, managers and developers of e-learning. The exemplars have been theoretically as well as empirically grounded through cross-case analyses of studies conducted between 2003 and 2006. Moreover, the exemplars have been evaluated by conducting focus group sessions with experienced practitioners having experience of using and developing e-learning. Strong support was identified for each design exemplar. The exemplars can be used as research hypotheses and be tested in future design research.

  • 17.
    Jahnke, Isa
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap. University of Missouri-Columbia.
    Bergström, Peter
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Häll, Lars
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Kumar, Swapma
    University of Florida.
    Digital Didactical Designs as research framework: iPad integration in Nordic schools2017Ingår i: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 113, 1-15 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this research, the design of teaching and learning with web-enabled technologies, such as iPads, in 64 one-to-one (1:1) Nordic classrooms was explored using the Digital Didactical Design (DDD) framework. DDD focuses on both teachers' activities and students’ learning activities in the classroom and how web-enabled technologies are integrated into teaching, learning, and assessment. Semi-structured classroom observations were conducted to investigate how teachers apply the elements of DDD in their classroom practice, and what kinds of learning they support. The analysis resulted in three clusters: Cluster A demonstrates integration and alignment toward meaningful learning; Cluster B shows the potential for deep learning but a semi-alignment of teaching, learning, assessment, roles, and technology; and Cluster C indicates non-integration of the five elements. The findings point out that tablet integration needs the alignment of all five DDD elements to achieve meaningful learning. Pedagogy has to evolve to include new uses of the technology: it is a co-evolutionary growth of the five DDD elements together. DDD can be used by teachers for planning, self-assessment or reflective collaboration with peers and by schools to plan, document, evaluate, and rethink the interwoven pedagogy-technology relationship in tablet classrooms.

  • 18.
    Kim, Yunhwan
    et al.
    Örebro universitet, Institutionen för juridik, psykologi och socialt arbete.
    Glassman, Michael
    Ohio State University, Columbus, USA.
    Bartholomew, Mitchell
    Ohio State university, Columbus, USA.
    Hur, Eun Hye
    Ohio State university, Columbus, USA.
    Creating an educational context for Open Source Intelligence: The development of Internet self-efficacy through a blogcentric course2013Ingår i: Computers and education, ISSN 0360-1315, Vol. 69, 332-342 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper examined the effects of a blogging centered curriculum on the development of Internet self-efficacy of students taking a general education class. The class used a hybrid model (in class and online) that both integrated and strongly encouraged blogging on a community style, open source blog. The curriculum was designed to both create a more distributed educational structure and to develop greater autonomy and participation in student activity. It was hypothesized that as students engaged in increasingly complex Internet activities they would develop greater strength in Internet self-efficacy in organization and differentiation of information and reaction to and generation of information. 367 undergraduate students participated in the current study. A pre-, post-test format was used to measure whether there were significant changes in strength of Internet self-efficacy, with the inclusion of a control group of a more traditionally-structured class. The results showed that a blogcentric course has impacts on the increases in students' Internet self-efficacy, particularly for reactive/generative self-efficacy. The findings are discussed in light of potential implications on the future direction of education. (C) 2013 Elsevier Ltd. All rights reserved.

  • 19.
    Klerfelt, Anna
    Institutionen för pedagogik och didaktik, enheten för Barn- och ungdomsvetenskap & Linnécentret for forskning om lärande (LinCS).
    Gestures in conversation – the significance of gestures and utterances when children and preschool teachers create stories using the computer2007Ingår i: Computers and education, ISSN 0360-1315, Vol. 48, nr 3, 335-361 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Gestures are a significant part of communication and carry particular weight when using artefacts such as computers. This study investigates how gestures and utterances are used as resources in the interaction between children and preschool teachers when creating stories with the computer. The data consists of observations of 17 preschool teachers and 34 children who are engaged in making stories. The interaction between the child, the preschool teacher, and the computer has been documented on videotape and analysed by Interaction Analysis. The results show the preschool teachers’ decisive significance as an interplay partner for the child’s appropriation of a linguistic capacity outside of a here-and-now situation.

  • 20.
    Knutsson, Ola
    et al.
    KTH, Skolan för datavetenskap och kommunikation (CSC), Numerisk Analys och Datalogi, NADA.
    Cerratto Pargman, Teresa
    Severinson Eklundh, Kerstin
    KTH, Skolan för datavetenskap och kommunikation (CSC), Numerisk Analys och Datalogi, NADA.
    Westlund, Stefan
    KTH, Skolan för datavetenskap och kommunikation (CSC), Numerisk Analys och Datalogi, NADA.
    Designing and developing a language environment for second language writers2007Ingår i: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 49, nr 4, 1122-1146 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper presents a field study carried out with learners who used a grammar checker in real writing tasks in an advanced course at a Swedish university. The objective of the study was to investigate how students made use of the grammar checker in their writing while learning Swedish as a second language. Sixteen students with different linguistic and cultural backgrounds participated in the study. A judgment procedure was conducted by the learners on the alarms from the grammar checker. The students' texts were also collected in two versions; a version written before the session with the grammar checker, and a version after the session. This procedure made it possible to study to what extent the students followed the advice from the grammar checker, and how this was related to their judgments of its behavior. The results obtained demonstrated that although most of the alarms from the grammar checker were accurate, some alarms were very hard for the students to judge correctly.

    The results also showed that providing the student with feedback on different aspects of their target language use; not only on their errors, and facilitating the processes of language exploration and reflection are important processes to be supported in second-language learning environments.

    Based on these results, design principles were identified and integrated in the development of Grim, an interactive language-learning program for Swedish. We present the design of Grim, which is grounded in visualization of grammatical categories and examples of language use, providing tools for both focus on linguistic code features and language comprehension.

  • 21.
    Knutsson, Ola
    et al.
    Royal Institute of Technology, KTH, Stockholm, Sweden.
    Cerratto-Pargman, Teresa
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Severinson Eklundh, Kerstin
    KTH, stockholm, sweden.
    Westlund, Stefan
    KTH, stockholm, sweden.
    Designing and developing a language environment for second language writers2007Ingår i: Computers and education, ISSN 0360-1315, Vol. 49, nr 4, 1122-1146 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper presents a field study carried out with learners who used a grammar checker in real writing tasks in an advanced course at a Swedish university. The objective of the study was to investigate how students made use of the grammar checker in their writing while learning Swedish as a second language. Sixteen students with different linguistic and cultural backgrounds participated in the study. A judgment procedure was conducted by the learners on the alarms from the grammar checker. The students’ texts were also collected in two versions; a version written before the session with the grammar checker, and a version after the session. This procedure made it possible to study to what extent the students followed the advice from the grammar checker, and how this was related to their judgments of its behavior.

    The results obtained demonstrated that although most of the alarms from the grammar checker were accurate, some alarms were very hard for the students to judge correctly. The results also showed that providing the student with feedback on different aspects of their target language use; not only on their errors, and facilitating the processes of language exploration and reflection are important processes to be supported in second-language learning environments.

    Based on these results, design principles were identified and integrated in the development of Grim, an interactive language-learning program for Swedish. We present the design of Grim, which is grounded in visualization of grammatical categories and examples of language use, providing tools for both focus on linguistic code features and language comprehension.

  • 22.
    Lim, Nena
    et al.
    Curtin University, School of Accounting, Curtin Business School, Perth, WA, Australia .
    Grönlund, Åke
    Örebro universitet, Handelshögskolan vid Örebro Universitet.
    Andersson, Annika
    Örebro universitet, Handelshögskolan vid Örebro Universitet.
    Cloud computing: the beliefs and perceptions of Swedish school principals2015Ingår i: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 84, 90-100 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article highlights the importance of cloud computing in education and explores the environment surrounding schools' adoption of cloud services. Based on the technology leadership literature, the study investigates the beliefs and perceptions of school principals toward cloud computing. Principals of primary and high schools in Sweden were invited to participate in an online survey and 342 responses were received. Results suggest principals of Swedish schools believe the main benefits of cloud computing to be its ability to allow users to access data and software anywhere as long as there is Internet access and its ability to facilitate sharing of learning materials and data. The biggest obstacle is the concerns about security and privacy of data. Moreover, principals of public schools perceived more obstacles than those of private schools. Results also indicate a misalignment of beliefs between the principals and other stakeholders such as the municipalities' information technology (IT) departments and lawyers. This lack of shared views is another major obstacle for cloud computing adoption. Results provide useful first-hand information to municipalities, school administrators, and teachers on the beliefs and perceptions of the principals toward this new technology.

  • 23.
    Lindh, Jörgen
    et al.
    Högskolan i Jönköping.
    Holgersson, Thomas
    Högskolan i Jönköping.
    Does lego training stimulate pupils' ability to solve logical problems?2006Ingår i: Computers and education, ISSN 0360-1315, Vol. 49, nr 4, 1097-1111 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The purpose of this study is to investigate the effect of a one-year regular robotic toys (lego) training on school pupils’ performance. The underlying pedagogical perspective is the constructionist theory, where the main idea is that knowledge is constructed in the mind of the pupil by active learning.

    The investigation has been made in two steps. The first step was before the treatment and the second after treatment. For both cases we have constructed and included control groups. The data was gathered from different pupils from two different age categories, from different classes, from different schools, and finally from different places in Sweden. We have investigated whether the approach of involving the lego training in the schools activities might lead to improving the adoption process and that the pupils would perform better in mathematics and technique. Our null hypothesis states that the lego robots do not have a positive or negative effect on the pupils’ ability to solve mathematical and logical problems. A one-way ANOVA test leads to acceptance of the null hypothesis. However, when ANOVA test was performed on sub groups of pupils, the null hypothesis was rejected in some cases. This indicates that lego training may be useful for some groups of students. Furthermore, a hypothesis test regarding certain correlation measures was conducted, supporting this theory. In general, the statistical analysis suggest that there is no obvious over-all effect of lego, though there are significant positive effects of lego for sub groups of pupils. In all, we find the results promising enough to suggest a larger experiment to be performed.

    The pupils have different learning styles in their approach to LEGO training. The role of the teacher, as a mediator of knowledge and skills, was crucial for coping with problems related to this kind of technology. The teacher must be able to support the pupils and to make them understand the LEGO Dacta material on a deeper level.

  • 24.
    Lindh, Jörgen
    et al.
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Holgersson, Thomas
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Nationalekonomi.
    Does lego training stimulate pupils' ability to solve logical problems?2006Ingår i: Computers and education, ISSN 0360-1315, Vol. 49, nr 4, 1097-1111 s.Artikel i tidskrift (Refereegranskat)
  • 25.
    Lindroth, Tomas
    et al.
    Department of Media, University West, Trollhättan, Sweden.
    Bergquist, Magnus
    Department of Applied Information Technology, University of Gothenburg, Göteborg, Sweden.
    Laptopers in an educational practice: Promoting the personal learning situation2010Ingår i: Computers and education, ISSN 0360-1315, Vol. 54, nr 2, 311-320 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article an ethnographical study of laptopers' activities during lectures in a university milieu is analyzed as different kinds of involvements. Through interviews and observations we have focused on how these involvements influence the laptopers' alignment towards the educational practice. The analysis shows the importance of separating the educational practice and the personal learning situation. Studying students' learning intentions, rather than certain laptop related activities, we get a deeper understanding of the role the laptop can take during learning activities. Five general characteristics of laptoping are found. Negotiating the laptops' different roles in the educational practice opens up for an understanding of the students personal learning situation as being more than just listening to a lecturer. Additionally, competent integration of digital tools into the learning situation extends the dimensions of the lecture beyond the lecturing hours and personal note taking. Such knowledge is vital for creating foundations for digital competency in a digitized society. © 2009 Elsevier Ltd. All rights reserved.

  • 26.
    Lindroth, Tomas
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medieproduktion.
    Bergquist, Magnus
    University of Gothenburg, Department of Applied Information Technology.
    Laptopers in an educational practice: Promoting the personal learning situation2010Ingår i: Computers and education, ISSN 0360-1315, Vol. 54, nr 2, 311-320 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article an ethnographical study of laptopers' activities during lectures in a university milieu is analyzed as different kinds of involvements. Through interviews and observations we have focused on how these involvements influence the laptopers' alignment towards the educational practice. The analysis shows the importance of separating the educational practice and the personal learning situation. Studying students' learning intentions, rather than certain laptop related activities, we get a deeper understanding of the role the laptop can take during learning activities. Five general characteristics of laptoping are found. Negotiating the laptops' different roles in the educational practice opens up for an understanding of the students personal learning situation as being more than just listening to a lecturer. Additionally, competent integration of digital tools into the learning situation extends the dimensions of the lecture beyond the lecturing hours and personal note taking. Such knowledge is vital for creating foundations for digital competency in a digitized society. © 2009 Elsevier Ltd. All rights reserved.

  • 27. Masiello, Italo
    et al.
    Ramberg, Robert
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Lonka, Kirsti
    Attitudes to the application of a Web-based learning system2005Ingår i: Computers and education, ISSN 0360-1315, Vol. 45, nr 2, 171-185 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Computer-based systems have great potential for delivering learning material. Here, a Web-based learning management system is employed by a medical university to support undergraduate courses. The objective was to help the university’s staff to understand the readiness and attitudes of students to the use of information technology, their orientation to new learning environments, and the functionality of the system. The participants were a cohort of first-year medical students enrolled in an introductory microbiology course. Students’ attitudes to information technology and learning styles were measured by a rearranged questionnaire, and a principal component analysis identified the students’ orientations to information technology and the learning environment. The results of the study revealed that students showed readiness to and positive attitudes towards information technology in education and exposed a possible benefit from its use in the long run. However, they also conveyed negative opinions of the learning management system used in their coursework, suggesting a need for change of the technology. This study provides evidence that in order for computer-based system to be effective they must be designed and implemented with care, otherwise they may risk to lower students’ interests and activation.

  • 28. Masiello, Italo
    et al.
    Ramberg, Robert
    KTH, Skolan för informations- och kommunikationsteknik (ICT), Data- och systemvetenskap, DSV.
    Lonka, Kirsti
    Attitudes to the application of a web-based learning system in a microbiology course2005Ingår i: Computers and education, ISSN 0360-1315, Vol. 45, nr 2, 171-185 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Computer-based systems have great potential for delivering learning material. Here, a Web-based learning management system is employed by a medical university to support undergraduate courses. The objective was to help the university's staff to understand the readiness and attitudes of students to the use of information technology, their orientation to new learning environments, and the functionality of the system. The participants were a cohort of first-year medical students enrolled in an introductory microbiology course. Students' attitudes to information technology and learning styles were measured by a rearranged questionnaire, and a principal component analysis identified the students' orientations to information technology and the learning environment. The results of the study revealed that students showed readiness to and positive attitudes towards information technology in education and exposed a possible benefit from its use in the long run. However, they also conveyed negative opinions of the learning management system used in their coursework, suggesting a need for change of the technology. This study provides evidence that in order for computer-based system to be effective they must be designed and implemented with care, otherwise they may risk to lower students' interests and activation.

  • 29.
    Petrakou, Alexandra
    Linnéuniversitetet, Fakultetsnämnden för naturvetenskap och teknik, Institutionen för datavetenskap, fysik och matematik, DFM.
    Interacting through avatars: Virtual worlds as a context for online education2010Ingår i: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 54, nr 4, 1020-1027 s.Artikel i tidskrift (Refereegranskat)
  • 30. Petrakou, Alexandra
    Interacting through avatars: Virtual worlds as a context for online education2010Ingår i: Computers and education, ISSN 0360-1315, Vol. 54, nr 4, 1020-1027 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper studies how a virtual world is utilised as a learning environment in an online course in higher education. The aim is to explore how this setting currently facilitates online education, and to identify those issues of interactivity that are essential in this context. The study builds on an ethnographic approach and data were collected through observations, recordings and interviews. The most important finding from this study is that the virtual world provides enhanced interactivity because it allows for synchronous communication and places the student in a spatial dimension. In order to make full use of this enhanced interactivity, the users' technical skills must be improved and the technical problems associated with computer-generated environments must be resolved. As more and more students get acquainted with virtual world environments, new rules for social interaction emerge; when students have become used to interacting through avatars, we will be able to see the true potential of interaction in these settings.

  • 31.
    Salzmann-Erikson, Martin
    et al.
    Högskolan i Gävle, Akademin för hälsa och arbetsliv, Avdelningen för hälso- och vårdvetenskap, Medicin- och vårdvetenskap.
    Eriksson, Henrik
    Department of Health Sciences, The Swedish Red Cross University College, Stockholm, Sweden.
    PhD students' presenting, staging and announcing their educational status - An analysis of shared images in social media2018Ingår i: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 116, 237-243 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Little research has been conducted on the question of academics' use of social media. The effects of social media on the educational environment of postgraduate students need to be further explored. The purpose of this study was to investigate the underlying values and ideas of being in postgraduate education by analysing 176 posted photos on social media. The findings show that PhD students manifest their educational status by presenting themselves as being in a process, staging academic artefacts and announcing important achievements towards the goal of earning their degree. These activities represent a global understanding of being a PhD student, that exists regardless of nation, gender or ethnicity and as such represents a “meta curricula” that exists above and beyond any locally defined PhD syllabus. It should be considered that the constant mirroring of PhD student life that has been made possible via social platforms seems to gain in importance and that the enculturation into the academic culture that exists among postgraduate students' own activities on social media needs to be taken into account when addressing postgraduate education, in practice as well as in research. © 2017 Elsevier Ltd

  • 32. Salzmann-Erikson, Martin
    et al.
    Eriksson, Henrik
    Röda Korsets Högskola, Hälsovetenskapliga institutionen.
    PhD students' presenting, staging and announcing their educational status: An analysis of shared images in social media2017Ingår i: Computers and education, ISSN 0360-1315, E-ISSN 1873-782XArtikel i tidskrift (Refereegranskat)
    Abstract [en]

    Little research has been conducted on the question of academics' use of social media. The effects of social media on the educational environment of postgraduate students need to be further explored. The purpose of this study was to investigate the underlying values and ideas of being in postgraduate education by analysing 176 posted photos on social media. The findings show that PhD students manifest their educational status by presenting themselves as being in a process, staging academic artefacts and announcing important achievements towards the goal of earning their degree. These activities represent a global understanding of being a PhD student, that exists regardless of nation, gender or ethnicity and as such represents a “meta curricula” that exists above and beyond any locally defined PhD syllabus. It should be considered that the constant mirroring of PhD student life that has been made possible via social platforms seems to gain in importance and that the enculturation into the academic culture that exists among postgraduate students' own activities on social media needs to be taken into account when addressing postgraduate education, in practice as well as in research.

  • 33.
    Schönborn, Konrad J.
    et al.
    Linköpings universitet, Institutionen för teknik och naturvetenskap, Medie- och Informationsteknik. Linköpings universitet, Tekniska högskolan.
    Bivall, Petter
    Linköpings universitet, Institutionen för teknik och naturvetenskap, Medie- och Informationsteknik. Linköpings universitet, Tekniska högskolan.
    Tibell, Lena A. E.
    Linköpings universitet, Institutionen för teknik och naturvetenskap, Medie- och Informationsteknik. Linköpings universitet, Tekniska högskolan.
    Exploring relationships between students’ interaction and learning with a haptic virtual biomolecular model2011Ingår i: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 57, nr 3, 2095-2105 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study explores tertiary students’ interaction with a haptic virtual model representing the specific binding of two biomolecules, a core concept in molecular life science education. Twenty students assigned to a haptics (experimental) or no-haptics (control) condition performed a “docking” task where users sought the most favourable position between a ligand and protein molecule, while students’ interactions with the model were logged. Improvement in students’ understanding of biomolecular binding was previously measured by comparing written responses to a target conceptual question before and after interaction with the model. A log-profiling tool visualized students’ movement of the ligand molecule during the docking task. Multivariate parallel coordinate analyses explored any relationships in the entire student data set. The haptics group produced a tighter constellation of collected final docked ligand positions in comparison with no-haptics students, coupled to docking profiles that depicted a more fine-tuned ligand traversal. Students in the no-haptics condition employed double the amount of interactive behaviours concerned with switching between different visual chemical representations offered by the model. In the no-haptics group, this visually intense processing was synonymous with erroneously ‘fitting’ the ligand closer distances to the protein surface. Students who showed higher learning gains tended to engage fewer visual representational switches, and were from the haptics group, while students with a higher spatial ability also engaged fewer visual representational switches, irrespective of assigned condition. From an information-processing standpoint, visual and haptic coordination may offload the visual pathway by placing less strain on visual working memory. From an embodied cognition perspective, visual and tactile sensorimotor interactions in the macroworld may provide access to constructing knowledge about submicroscopic phenomena. The results have cognitive and practical implications for the use of multimodal virtual reality technologies in educational contexts.

  • 34.
    Skogs, Julie
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    Subject line preferences and other factors contributing to coherence and interaction in student discussion forums2013Ingår i: Computers and education, ISSN 0360-1315, Vol. 60, nr 1, 172-183 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    A number of factors may affect student interaction in an asynchronous online discussion forum used in learning. This study deals with student preferences for the subject line of messages and in what ways the choice of subject line contributes to coherence and interaction reflected in the textual and interpersonal functions of the linguistic items used. The study also attempts to determine what affects the choices made by participants. Nine separate discussion forums from three different undergraduate courses in English at a Swedish university were used in the study. A total of 98 students and 435 student messages were examined and a number of trends appeared. The functions of the subject line may be summarized as contributing to coherence by reflecting message content in a number of different ways. In addition, the subject line can perform other tasks such as maintaining social relationships among the participants. It is not clear in what ways the subject line contributes to interaction with regard to increasing the reading rate. The trends observed indicate that other factors than subject line content may contribute to whether students are inclined to access a message or not, such as when a message is posted and where it is displayed on the screen. (C) 2012 Elsevier Ltd. All rights reserved.

  • 35.
    Skogs, Julie
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för språk, litteratur och interkultur. Högskolan Dalarna.
    Subject line preferences and other factors contributing to coherence and interaction in student discussion forums2013Ingår i: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 60, nr 1, 172-183 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    A number of factors may affect student interaction in an asynchronous online discussion forum used in learning. This study deals with student preferences for the subject line of messages and in what ways the choice of subject line contributes to coherence and interaction reflected in the textual and interpersonal functions of the linguistic items used. The study also attempts to determine what affects the choices made by participants. Nine separate discussion forums from three different undergraduate courses in English at a Swedish university were used in the study. A total of 98 students and 435 student messages were examined and a number of trends appeared. The functions of the subject line may be summarized as contributing to coherence by reflecting message content in a number of different ways. In addition, the subject line can perform other tasks such as maintaining social relationships among the participants. It is not clear in what ways the subject line contributes to interaction with regard to increasing the reading rate. The trends observed indicate that other factors than subject line content may contribute to whether students are inclined to access a message or not, such as when a message is posted and where it is displayed on the screen. (C) 2012 Elsevier Ltd. All rights reserved.

  • 36.
    Tseng, Yuen-Hsien
    et al.
    National Taiwan Normal University, Taipei, Taiwan.
    Chang, Chun-Yen
    National Taiwan Normal University, Taipei, Taiwan.
    Chang Rundgren, Shu-Nu
    Linköpings universitet, Lärande, Estetik, Naturvetenskap (LEN).
    Rundgren, Carl-Johan
    Linköpings universitet, Lärande, Estetik, Naturvetenskap (LEN).
    Mining Concept Maps from News Stories for Measuring Civic Scientific Literacy in Media.2010Ingår i: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 55, nr 1, 165-177 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Motivated by a long-term goal in education for measuring Taiwanese civic scientific literacy in media (SLiM), this work reports the detailed techniques to efficiently mine a concept map from two years of Chinese news articles (901,446 in total) for SLiM instrument development. From the Chinese news stories, key terms (important words or phrases), known or new to existing lexicons, were first extracted by a simple, yet effective, rule-based algorithm. They were subjected to an association analysis based on their co-occurrence in sentences to reveal their term-to-term relationship. A given list of 3,657 index terms from science textbooks were then matched against the term association network. The resulting term network (including 95 scientific terms) was visualized in a concept map to scaffold the instrument developers. When developing an item, the linked term pair not only suggests the topic for the item due to the clear context being mutually reinforced by each other, but also the content itself because of the rich background provided by the recurrent snippets in which they co-occur. In this way, the resulting instrument (comprised of 50 items) reflect the scientific knowledge revealed in the daily news stories, meeting the goal for measuring civic scientific literacy in media. In addition, the concept map mined from the texts served as a convenient tool for item classification, developer collaboration, and expert review and discussion.

  • 37.
    Tseng, Yuen-Hsien
    et al.
    National Taiwan Normal University, Taipei, Taiwan.
    Chang, Chun-Yen
    National Taiwan Normal University, Taipei, Taiwan.
    Chang Rundgren, Shu-Nu
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Rundgren, Carl-Johan
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Mining Concept Maps from News Stories for Measuring Civic Scientific Literacy in Media.2010Ingår i: Computers and education, ISSN 0360-1315, Vol. 55, nr 1, 165-177 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Motivated by a long-term goal in education for measuring Taiwanese civic scientific literacy in media (SLiM), this work reports the detailed techniques to efficiently mine a concept map from two years of Chinese news articles (901,446 in total) for SLiM instrument development. From the Chinese news stories, key terms (important words or phrases), known or new to existing lexicons, were first extracted by a simple, yet effective, rule-based algorithm. They were subjected to an association analysis based on their co-occurrence in sentences to reveal their term-to-term relationship. A given list of 3,657 index terms from science textbooks were then matched against the term association network. The resulting term network (including 95 scientific terms) was visualized in a concept map to scaffold the instrument developers. When developing an item, the linked term pair not only suggests the topic for the item due to the clear context being mutually reinforced by each other, but also the content itself because of the rich background provided by the recurrent snippets in which they co-occur. In this way, the resulting instrument (comprised of 50 items) reflect the scientific knowledge revealed in the daily news stories, meeting the goal for measuring civic scientific literacy in media. In addition, the concept map mined from the texts served as a convenient tool for item classification, developer collaboration, and expert review and discussion.

  • 38.
    Tømte, Cathrine
    et al.
    NIFU, Nordic Institute for Studies in Innovation, Research and Education, Norge.
    Enochsson, Ann-Britt
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier.
    Buskqvist, Ulf
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier.
    Kårstein, Asbjørn
    NIFU, Nordic Institute for Studies in Innovation, Research and Education, Norge.
    Educating online student teachers to master professional digital competence: The TPACK-framework goes online2015Ingår i: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 84, nr May, 26-35 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article we study how online teacher education programmes may enhance innovative ways of teaching and learning with Information and Communication Technology (ICT). We explore how online teachers are practising professional digital competence, in general and within subject areas, and to what extent they encourage student teachers to develop their own professional digital competence. Based on online teacher education programmes at two distinct higher education institutions (HEIs), we applied mixed method design including quantitative and qualitative approaches to illuminate the aims and the scope. Our study revealed that even if online teacher education programmes represent good avenues for stimulating teachers and student teachers to develop digital competence for pedagogical purposes, this aspect is poorly integrated within the actual programmes, although some interesting examples were demonstrated. By looking at the origins of the discourses on online education and on digital competence, we found that they derive from different stakeholders: while the discourse on online education origi- nated from the management side at both HEIs, the discourse on digital competence derived from certain teaching staff at the two HEIs. Our study indicated that there is still some way to go to innovative so- lutions and to develop the potential of professional digital competence in online teacher education programmes. 

  • 39.
    Viberg, Olga
    et al.
    Högskolan Dalarna, Akademin Industri och samhälle, Informatik.
    Grönlund, Åke
    Örebro University.
    Cross cultural analysis of users' attitudes towards the use of mobile devices in second and foreign language learning in higher education: a case from Sweden and China2013Ingår i: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 69, 169-180 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The present study examined the current state of students' attitudes toward mobile technology use in and for second and foreign language learning in higher education. Moreover, the study investigated if age, gender or cultural factors affect these attitudes. A total of 345 students from two in many aspects different countries, China (Yunnan University) and Sweden (Dalarna University) participated in this study. To access learners' perceptions toward mobile technology use, we employed Kearney's pedagogical framework to mobile learning from a socio-cultural perspective (Kearney, Schuck, Burden, & Aubusson, 2012). Hofstede's cultural dimensions were used to approach students' cultural views, as these dimensions represent some values – aspects of culture – that may affect attitudes toward technology and learning individually as well as in combination. The findings show the respondents' attitudes toward mobile learning are very positive with individualization being most positive (83%) followed by collaboration (74%), and authenticity (73%). The statistical analysis indicates that Hofstede's factors cannot explain the differences in mobile-assisted language learning (MALL) attitudes in the chosen sample. Among the personal factors, gender is identified to be a predictor to explain the differences in students' attitudes toward MALL. This study shows that technology itself seems to be the most important culture-shaping factor, more important than culture inherited from the physical environment, and more important than age.

  • 40.
    Viberg, Olga
    et al.
    Dalarna University, Sweden.
    Grönlund, Åke
    Örebro University.
    Cross-cultural analysis of users’ attitudes toward the use of mobile devices in second and foreign language learning in higher education: A case from China and Sweden2013Ingår i: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 69, 169-180 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The present study examined the current state of students’ attitudes toward mobile technology use in and for second and foreign language learning in higher education. Moreover, the study investigated if age, gender or cultural factors affect these attitudes. A total of 345 students from two in many aspects different countries, China (Yunnan University) and Sweden (Dalarna University) participated in this study. To access learners’ perceptions toward mobile technology use, we employed Kearney’s pedagogical framework to mobile learning from a socio-cultural perspective (Kearney, Schuck, Burden, & Aubusson, 2012). Hofstede’s cultural dimensions were used to approach students’ cultural views, as these dimensions represent some values – aspects of culture – that may affect attitudes toward technology and learning individually as well as in combination. The findings show the respondents’ attitudes toward mobile learning are very positive with individualization being most positive (83%) followed by collaboration (74%), and authenticity (73%). The statistical analysis indicates that Hofstede’s factors cannot explain the differences in mobile-assisted language learning (MALL) attitudes in the chosen sample. Among the personal factors, gender is identified to be a predictor to explain the differences in students’ attitudes toward MALL. This study shows that technology itself seems to be the most important culture-shaping factor, more important than culture inherited from the physical environment, and more important than age.

  • 41.
    Viberg, Olga
    et al.
    Örebro universitet, Handelshögskolan vid Örebro Universitet. Dalarna university, Falun, Sweden.
    Grönlund, Åke
    Örebro universitet, Handelshögskolan vid Örebro Universitet.
    Cross-cultural analysis of users' attitudes toward the use of mobile devices in second and foreign language learning in higher education: A case from Sweden and China2013Ingår i: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 69, 169-180 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The present study examined the current state of students' attitudes toward mobile technology use in and for second and foreign language learning in higher education. Moreover, the study investigated if age, gender or cultural factors affect these attitudes. A total of 345 students from two in many aspects different countries, China (Yunnan University) and Sweden (Dalarna University) participated in this study. To access learners' perceptions toward mobile technology use, we employed Kearney's pedagogical framework to mobile learning from a socio-cultural perspective (Kearney, Schuck, Burden, & Aubusson, 2012). Hofstede's cultural dimensions were used to approach students' cultural views, as these dimensions represent some values - aspects of culture - that may affect attitudes toward technology and learning individually as well as in combination. The findings show the respondents' attitudes toward mobile learning are very positive with individualization being most positive (83%) followed by collaboration (74%), and authenticity (73%). The statistical analysis indicates that Hofstede's factors cannot explain the differences in mobile-assisted language learning (MALL) attitudes in the chosen sample. Among the personal factors, gender is identified to be a predictor to explain the differences in students' attitudes toward MALL This study shows that technology itself seems to be the most important culture-shaping factor, more important than culture inherited from the physical environment, and more important than age. (C) 2013 Elsevier Ltd. All rights reserved.

  • 42.
    Yeh, Yu-Chu
    et al.
    National Chengchi University, Taiwan.
    Huang, Ling-Yi
    National Chengchi University, Taiwan.
    Yeh, Yi-ling
    National Chengchi University, Taiwan.
    Knowledge management in blended learning: Effects on professional development in creativity instruction2011Ingår i: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 56, 146-156 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The purposes of this study were (1) to develop a teacher training program that integrates knowledge management (KM) and blended learning and examine its effects on pre-service teachers’ professional development in creativity instruction; and (2) to explore the mechanisms underlying the success of such KM-based training. The employed KM model was the SECI, which consists of four modes of knowledge conversion: socialization, externalization, combination, and internalization. Forty-four pre-service teachers participated in this 17-week experimental instructional program. Repeated Measure Analysis of Variance and content analysis revealed that the training program designed in this study effectively improved pre-service teachers’ professional knowledge and personal teaching efficacy in their teaching of creativity. Moreover, this study showed that blended learning, guided practice, observational learning, group discussion, peer evaluation, and feedback are important mechanisms underlying this success.

  • 43.
    Öman, Anne
    et al.
    University of Gothenburg, Department of Applied IT.
    Svensson, Lars
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Similar products different processes: Exploring the orchestration of digital resources in a primary school project2014Ingår i: Computers and education, ISSN 0360-1315, Vol. 81, 247-258 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Today, teachers and pupils are interacting with digital devices during different types of activities in theclassroom context. During such activities, dialogic interaction has a particular value as a pedagogicalpractice that helps to develop pupils' understanding. This study has explored the question: In what waysdo digital resources support dialogic and synergistic interaction?In order to explore primary schoolpupils' interaction within group activity and how they make use of the features of the laptops, theempirical material was collected through video recordings and further analysed with the interactivityanalysis framework (IAF) developed by Beauchamp and Kennewell (2010). The findings show thatalthough the products produced by the different groups of pupils were similar in a technological way (i.e.the pupils used the same modes of expression), the patterns of interaction during the group processesvaried. Two out of six groups used the digital resource as an 'object of interaction', where the tool had amore passive role during the group collaboration. The other four groups used the ICT resource as a 'toolfor interaction', where the resource became more of an interaction partner during the meaning-makingprocesses, which opened up opportunities for learning. The findings also indicate that the interplay inthese four groups between the group members and the laptop features seems to have developed thepupils' understanding of ICT resources as well as their understanding of the subject content during thegroup work. Synergistic interaction with ICT was rather rare but was observed in one of the groups

  • 44.
    Örtegren, Hans
    Umeå universitet, Humanistiska fakulteten, Institutionen för estetiska ämnen i lärarutbildningen.
    The scope of digital image media in art education2012Ingår i: Computers and education, ISSN 0360-1315, Vol. 59, nr 2, 793-805 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this case study of forms 7-9 in a Swedish school, the subject conceptions of and teaching practices in art subjects of schoolteachers and pupils are studied, in particular with regard to digital media. Flow the core content of a subject is conceived is compared to the importance of digital media in the teaching practice. For three years a class was followed whose teachers taught the pupils in both the art subject and in a local optional subject called Media. The method of triangulation involving participant observations, focus talks, interviews and questionnaires was employed in order to study the role of digital media in different subjects and their actual use by pupils. The results show that the school subject paradigm in the subject of art is chiefly connected to image production for developing aesthetic-practical skills. Traditional manual production is encouraged, thereby contributing to the limited use of digital media in the subject of art. Frame factors such as time and material also contribute to the limited use of digital media in the subject of art. Unlike the subject of art, the optional subject of media is conceived of more as a communication subject, and digital technology for image production is encouraged. In general, the use of digital media in the school is mainly guaranteed by the school's media plan. The role of the art subject is not prominent in this plan, but its teachers are active in implementing digital media in other contexts than within the framework of the art subject. In this study the representatives of the subject of art hardly used digital image processing at all in their teaching, but did so to a great extent in the optional subject of media. This made it clear that digital media in the subject of art in this school are not regarded as a prioritised media-specific competence. Offering and being able to provide a larger repertoire of digital media in the teaching of art could contribute to a change of the subject paradigm in a more clearly communicative than aesthetic-practical direction. (C) 2012 Elsevier Ltd. All rights reserved.

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