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Öberg, L.-M., Nyström, C., Hrastinski, S., Mozelius, P. & Söderback, J. (2019). Interaction and group work in blended synchronous higher education: exploring effects on learning outcomes, satisfaction and retention. In: Proceedings of 18th European Conference of e-learning: . Paper presented at 18th European Conference of e-learning. UK
Open this publication in new window or tab >>Interaction and group work in blended synchronous higher education: exploring effects on learning outcomes, satisfaction and retention
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2019 (English)In: Proceedings of 18th European Conference of e-learning, UK, 2019Conference paper, Published paper (Refereed)
Abstract [en]

Technology enhanced learning is today a part of most university courses and pure traditional face-to-face courses are rare. Modern blended learning has evolved from an asynchronous design to involve a blend of technology enhanced synchronous activities. To address the identified problems with feelings of loneliness, confusion and low motivation blended learning must also be designed to support collaboration, rich teacher-student and student-student interaction. The aim of this study was to explore the relationship between collaborative learning, retention rates and learning outcomes in university courses given in blended synchronous mode. The important main research questions to answer were: “What is the relationship between student satisfaction, student interaction, learning outcomes and retention rates?, and: “What kind of variables could be used to describe how group work is being conducted?

 

The overall research strategy was a case study approach with data collected from multiple sources. Teachers from 37 courses in two bachelor programmes answered an online survey to investigate the relations between student collaboration, student interaction, pass rates and students- overall impression of courses. Survey answers were analysed and compared to answers in course evaluations and results in national study documentation system.

 

Findings indicate that there is a correlation between students’ overall impression of a course and the pass rate, where students’ overall impressions are based on the course evaluation. There is also a correlation between students’ interactions in a course and students’ overall impression of a course, where a high degree of student interactions results in a more positive overall impression. There were no correlations regarding student grades, and the various types of group work and the design differences between the two programmes require further analyses.

Place, publisher, year, edition, pages
UK: , 2019
Keywords
Collaborative learning, Student retention, Learning outcomes, Blended synchronous learning, Higher education
National Category
Information Systems, Social aspects
Identifiers
urn:nbn:se:miun:diva-37944 (URN)978-1-912764-42-6 (ISBN)
Conference
18th European Conference of e-learning
Available from: 2019-12-10 Created: 2019-12-10 Last updated: 2019-12-12Bibliographically approved
Jaldemark, J., Hrastinski, S., Olofsson, A. D. & Öberg, L.-M. (2018). Collaborative learning enhanced by mobile technologies: New perspectives and opportunities. London
Open this publication in new window or tab >>Collaborative learning enhanced by mobile technologies: New perspectives and opportunities
2018 (English)Other (Other academic)
Place, publisher, year, pages
London: , 2018
Series
THE BERA BLOG: RESEARCH MATTERS ; Tuesday 20 February 2018
Keywords
Collaborative learning, mobile devices, mobile learning
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-35324 (URN)
Available from: 2018-12-21 Created: 2018-12-21 Last updated: 2020-01-16Bibliographically approved
Jaldemark, J., Hrastinski, S., Olofsson, A. D. & Öberg, L.-M. (2018). Editorial introduction: Collaborative learning enhanced by mobile technologies. British Journal of Educational Technology, 49(2), 201-206
Open this publication in new window or tab >>Editorial introduction: Collaborative learning enhanced by mobile technologies
2018 (English)In: British Journal of Educational Technology, ISSN 0007-1013, E-ISSN 1467-8535, Vol. 49, no 2, p. 201-206Article in journal, Editorial material (Refereed) Published
National Category
Educational Sciences
Identifiers
urn:nbn:se:miun:diva-32917 (URN)10.1111/bjet.12596 (DOI)000424333000001 ()2-s2.0-85034225816 (Scopus ID)
Available from: 2018-02-22 Created: 2018-02-22 Last updated: 2020-01-16Bibliographically approved
Hrastinski, S., Cleveland-Innes, M. & Stenbom, S. (2018). Tutoring online tutors: Using digital badges to encourage the development of online tutoring skills. British Journal of Educational Technology, 49(1), 127-136
Open this publication in new window or tab >>Tutoring online tutors: Using digital badges to encourage the development of online tutoring skills
2018 (English)In: British Journal of Educational Technology, ISSN 0007-1013, E-ISSN 1467-8535, Vol. 49, no 1, p. 127-136Article in journal (Refereed) Published
Abstract [en]

Online tutors play a critical role in e-learning and need to have an appropriate set of skills in addition to subject matter expertise. This paper explores how digital badges can be used to encourage the development of online tutoring skills. Based on previous research, we defined three digital badges, which are examples of essential tutoring skills. These skills were self-assessed during two weeks by online tutors in K-12 mathematics, who also wrote a self-reflection based on their experience. The digital badges motivated tutors to reflect on online tutoring practices. The tutors described that they gained a more detailed understanding of the tutoring process when continuously analyzing ongoing conversations. However, it was a challenge for the tutors to balance the private activity, reflection on tutoring skills, and the social activity, communication with the K-12 students. It is essential to take into account when tutors will have time to reflect, for example, by scheduling time for reflection or enabling opportunities for reflection that is flexible in time. A challenge for further research is to better understand the potential benefits of different types of badges.

National Category
Information Systems, Social aspects
Identifiers
urn:nbn:se:miun:diva-32744 (URN)10.1111/bjet.12525 (DOI)000419677500012 ()
Available from: 2018-01-25 Created: 2018-01-25 Last updated: 2018-06-28Bibliographically approved
Lindell, T. L., Hrastinski, S. & Skogh, I.-B. (2015). Exploring students' Multimodal mobile use as support for school assignments. In: ASEE Annual Conference and Exposition, Conference Proceedings: . Paper presented at 2015 122nd ASEE Annual Conference and Exposition; Washington Convention CenterSeattle; United States; 14 June 2015 through 17 June 2015; Code 113020. American Society for Engingeering Education (January)
Open this publication in new window or tab >>Exploring students' Multimodal mobile use as support for school assignments
2015 (English)In: ASEE Annual Conference and Exposition, Conference Proceedings, American Society for Engingeering Education , 2015, no JanuaryConference paper, Published paper (Refereed)
Abstract [en]

This paper engages with how students use multimodality on mobile devices as support for school assignments. The broader aim of this pilot study is to explore understanding of teachers' and students' expressed experiences of students' multimodal mobile use. Focus group interviews and multimodal analysis have allowed investigation of the following research questions: - What experiences do teachers and students express from students' multimodal mobile use related to school assignments? - Which advantages and disadvantages have teachers and students expressed concerning students' multimodal mobile use as support for school assignments? The results show that students and teachers have many different experiences of students' multimodal mobile use related to school assignments. However, the use is limited in several ways. To a large extent teachers and students have expressed that multimodal mobile resources can be used advantageously by students to support school assignments for several purposes. Among disadvantages identified mobile device multimodality in some respects can be disruptive. The result also indicates that different multimodal mobile media have specific possibilities for supporting students' learning as it is related to school assignments. © American Society for Engineering Education, 2015.

Place, publisher, year, edition, pages
American Society for Engingeering Education, 2015
National Category
Educational Sciences
Identifiers
urn:nbn:se:miun:diva-25910 (URN)2-s2.0-84941996019 (Scopus ID)
Conference
2015 122nd ASEE Annual Conference and Exposition; Washington Convention CenterSeattle; United States; 14 June 2015 through 17 June 2015; Code 113020
Note

Export Date: 23 September 2015

Available from: 2015-09-23 Created: 2015-09-23 Last updated: 2016-01-15Bibliographically approved
Söderback, J., Hrastinski, S. & Öberg, L.-M. (2015). Using Distributed Scrum for Supporting Online Collaborative Learning: A Qualitative Descriptive Study of Students Perceptions. In: : . Paper presented at IRIS 2015.
Open this publication in new window or tab >>Using Distributed Scrum for Supporting Online Collaborative Learning: A Qualitative Descriptive Study of Students Perceptions
2015 (English)Conference paper, Published paper (Refereed)
Abstract [en]

Abstract

One purpose of higher education is to prepare students for a modern and ever-changing global society with increasing complexity and collaborative environments. Scrum is a widely used framework for project management dealing with development of complex products. Few studies have been made on the use of Scrum in higher education. This study examines to what extent distributed Scrum can support online collaborative learning, more exactly what are the advantages and drawbacks on distributed Scrum from a student perspective. Twenty students in an online course has participated in Scrum projects as members in distributed teams. Student’s perceptions was captured using semi-structured interviews. The preliminary results indicate that students are satisfied with Scrum and that they experience a high degree of flexibility. The transparency in Scrum is perceived as a key to open communication and effective collaboration.

Keywords: e-learning, online education, Scrum, distributed, collaboration, transparency

National Category
Information Systems, Social aspects
Identifiers
urn:nbn:se:miun:diva-26286 (URN)
Conference
IRIS 2015
Available from: 2015-11-23 Created: 2015-11-23 Last updated: 2015-11-27Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-9984-6561

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