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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: 2019-01-14Bibliographically 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: 2018-07-05Bibliographically approved
Olofsson, A. D., Håkansson Lindqvist, M., Lindberg, J. O., From, J., Stödberg, U. & Holmgren, T. (2017). Pedagogical digital competence for police teachers in relation to distance-based police education. In: INTED2017 Proceedings: . Paper presented at INTED2017: 11th International Technology, Education and Development Conference, Valencia, Spain, 6-8 March, 2017 (pp. 4219-4227). IATED
Open this publication in new window or tab >>Pedagogical digital competence for police teachers in relation to distance-based police education
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2017 (English)In: INTED2017 Proceedings, IATED , 2017, p. 4219-4227Conference paper, Published paper (Refereed)
Abstract [en]

Academisation and digitalisation are two processes functioning as catalysts for the changes vocational programs in higher education are undergoing. In this paper, a distance-based police education to be launched during spring 2017 in a Swedish university is studied as an example of one such program. In specific, the focus in this paper is a professional development course on pedagogical digital competence (PDC) which 18 police teachers working at the program participated in. The course contained both conceptual (know-why) knowledge and practical (know-how) knowledge about teaching and learning in a distance context. Results from a survey, building on the Technological Pedagogical and Content Knowledge (TPACK)-model, taken before and after the course show tendencies that the police teachers had developed their PDC, especially their technological content knowledge (TCK).

Place, publisher, year, edition, pages
IATED, 2017
Series
INTED2017 Proceedings, ISSN 2340-1079
Keywords
police education, police teachers, distance education, pedagogical digital competence
National Category
Educational Sciences
Identifiers
urn:nbn:se:miun:diva-30481 (URN)10.21125/inted.2017.1010 (DOI)000413668604043 ()978-84-617-8491-2 (ISBN)
Conference
INTED2017: 11th International Technology, Education and Development Conference, Valencia, Spain, 6-8 March, 2017
Available from: 2017-03-21 Created: 2017-03-21 Last updated: 2017-12-15Bibliographically approved
Englund, C., Olofsson, A. D. & Price, L. (2017). Teaching with technology in higher education: understanding conceptual change and development in practice. Higher Education Research and Development, 36(1), 73-87
Open this publication in new window or tab >>Teaching with technology in higher education: understanding conceptual change and development in practice
2017 (English)In: Higher Education Research and Development, ISSN 0729-4360, E-ISSN 1469-8366, Vol. 36, no 1, p. 73-87Article in journal (Refereed) Published
Abstract [en]

Research indicates that teachers’ conceptions of and approaches to teaching with technology are central for the successful implementation of educational technologies in higher education. This study advances this premise. We present a 10-year longitudinal study examining teachers’ conceptions of and approaches to teaching and learning with technology. Nine teachers on an online Bachelor of Science in Pharmacy and a Master of Pharmacy programme at a Swedish university were studied using a phenomenographic approach. Results showed clear differences between novice and experienced teachers. Although novice teachers initially held more teacher-focused conceptions, they demonstrated greater and more rapid change than experienced colleagues. Experienced teachers tended to exhibit little to no change in conceptions. Supporting conceptual change should, therefore, be a central component of professional development activities if a more effective use of educational technology is to be achieved.

Place, publisher, year, edition, pages
Routledge, 2017
Keywords
Conceptual change, conceptions of and approaches to teaching, educational technology, higher education, teaching with technology
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-30001 (URN)10.1080/07294360.2016.1171300 (DOI)
Available from: 2016-04-15 Created: 2017-02-07 Last updated: 2017-11-29Bibliographically approved
Lindberg, J. O., Olofsson, A. D. & Fransson, G. (2016). Contrasting views: Student and teacherperceptions on ICT in education. In: ICICTE 2016 Proceedings: . Paper presented at ICICTE 2016, International Conference on Information and Communication Technologies in Education, Rhodes, Greece, 7-9 July, 2016 (pp. 1-10).
Open this publication in new window or tab >>Contrasting views: Student and teacherperceptions on ICT in education
2016 (English)In: ICICTE 2016 Proceedings, 2016, p. 1-10Conference paper, Published paper (Refereed)
Abstract [en]

This paper reports on a study of upper secondary school teachers’ and students’ perceptions of information and communication technologies (ICT) in education. Data for the study are interviews with teachers and students that are part of a Swedish fouryear project concerned with the advanced use of ICT in education. The results show that teachers use ICT for several different purposes, and that students expressed an extensive use of ICT. Data reveals a difference between students’ in- and out-of-school use ofICT, out of school they rely more on their smartphones than they do in school.

National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-30002 (URN)
Conference
ICICTE 2016, International Conference on Information and Communication Technologies in Education, Rhodes, Greece, 7-9 July, 2016
Available from: 2016-09-09 Created: 2017-02-07 Last updated: 2017-02-23Bibliographically approved
Pettersson, F. & Olofsson, A. D. (2015). A longitudinal study of facilitating medical students’ stepwise transformation from face-to-face to distance learners. In: Colleen Halupa (Ed.), Transformative curriculum design in health sciences education: (pp. 235-247). Hershey, PA: IGI Global
Open this publication in new window or tab >>A longitudinal study of facilitating medical students’ stepwise transformation from face-to-face to distance learners
2015 (English)In: Transformative curriculum design in health sciences education / [ed] Colleen Halupa, Hershey, PA: IGI Global , 2015, p. 235-247Chapter in book (Refereed)
Abstract [en]

This chapter focuses on medical students’ experiences in transforming from faceto-faceto distance learners in a Swedish regionalized medical program (RMP).One group of students (n=100) were followed during six semesters through surveys,log data, observations, and in-depth interviews. A research model built on theCultural-Historical Activity Theory (CHAT), including the notion of dominant andnon-dominant activities, was used in order to identify factors that influence students’stepwise transformation from face-to-face to distance learners. The analysis containsthe investigation of pedagogical, institutional, and historically grounded conflictsthat seem to inhibit medical students from making a complete transformation todistance learners. By going deeper into the analysis of transitional actions, whichseems to help in solving conflicts, the chapter discusses implications to facilitatingmedical students’ future transformation from face-to-face to distance learners.These implications are examples of curriculum redesigns, such as new educationaldesigns and integration of technology and pedagogy in the curriculum.

Place, publisher, year, edition, pages
Hershey, PA: IGI Global, 2015
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-30004 (URN)10.4018/978-1-4666-8571-0.ch009 (DOI)9781466685710 (ISBN)
Available from: 2015-06-11 Created: 2017-02-07 Last updated: 2017-02-15Bibliographically approved
Olofsson, A. D., Lindberg, J., Hauge, T. & Fransson, G. (2015). Uptake and use of digital technologies in primary and secondary schools: a thematic review of research. Nordic Journal of Digital Literacy (4), 103-121
Open this publication in new window or tab >>Uptake and use of digital technologies in primary and secondary schools: a thematic review of research
2015 (English)In: Nordic Journal of Digital Literacy, ISSN 1891-943X, E-ISSN 1891-943X, no 4, p. 103-121Article in journal (Refereed) Published
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-14962 (URN)10.18261/issn.1891-943X (DOI)2-s2.0-84946574811 (Scopus ID)
Note

Även publicerad 2011

Available from: 2011-11-29 Created: 2011-11-29 Last updated: 2018-02-20Bibliographically approved
Grankvist, O., Olofsson, A. D. & Isaksson, R.-M. (2014). Can physicians be replaced with gynecological teaching women to train medical students in their first pelvic examination? A pilot study from Northern Sweden.. Patient Education and Counseling, 96(1), 50-54
Open this publication in new window or tab >>Can physicians be replaced with gynecological teaching women to train medical students in their first pelvic examination? A pilot study from Northern Sweden.
2014 (English)In: Patient Education and Counseling, ISSN 0738-3991, E-ISSN 1873-5134, Vol. 96, no 1, p. 50-54Article in journal (Refereed) Published
Abstract [en]

Objective The main objective was to gain a deeper understanding of how medical students perceive and experience learning from gynecological teaching women (GTW) instead of physicians in their first pelvic examination. A second aim was to describe how the women experience their roles as GTW.

Methods Data were collected from individual interviews with 24 medical students from a medical school in Sweden and with 5 GTW. Discourse analysis was performed to acquire a deeper understanding of the informants’ experiences and to understand social interactions.

Results Five themes revealed in the medical students’ experiences: “Hoping that anxiety will be replaced with security,” “Meeting as equals creates a sense of calm,” “Succeeding creates a sense of security for the future,” “Wanting but not having the opportunity to learn more,” and “Feeling relieved and grateful.” One theme revealed in the GTW experiences: “Hoping to relate in a trustworthy way.”

Conclusion To replace physicians with GTW may facilitate the learning process and may also help medical students improve their communicative skills. Using GTW will hopefully further improve students’ basic medical examination techniques and physician–patient relationships.

Practice implications Since GTW seems to increase self-confidence and skills of medical students performing their first pelvic examination we recommend that the use of GTW is considered in the training of medical students.

Place, publisher, year, edition, pages
Elsevier, 2014
Keywords
Medical education, Gynecological teaching women, First pelvic examination, Patient counseling
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-30021 (URN)10.1016/j.pec.2014.04.013 (DOI)000338824800008 ()
Available from: 2014-05-22 Created: 2017-02-08 Last updated: 2017-11-29Bibliographically approved
Olofsson, A. D., Lindberg, J. O. & Hauge, T. E. (2014). GCP5 Multi-level Evaluations of TEL. In: Frank Fischer, Fridolin Wild, Rosamund Sutherland, Lena Zirn (Ed.), Grand Challenges of Technology Enhanced Learning: Outcomes of the 3rd Alpine Rendez-Vous (pp. 12-15). London: Springer International Publishing
Open this publication in new window or tab >>GCP5 Multi-level Evaluations of TEL
2014 (English)In: Grand Challenges of Technology Enhanced Learning: Outcomes of the 3rd Alpine Rendez-Vous / [ed] Frank Fischer, Fridolin Wild, Rosamund Sutherland, Lena Zirn, London: Springer International Publishing , 2014, p. 12-15Chapter in book (Refereed)
Place, publisher, year, edition, pages
London: Springer International Publishing, 2014
Series
SpringerBriefs in Education, ISSN 2211-1921
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-20813 (URN)10.1007/978-3-319-01667-2 (DOI)978-3-319-01666-5 (ISBN)
Available from: 2013-12-19 Created: 2013-12-19 Last updated: 2017-02-23Bibliographically approved
Olofsson, A. D. & Lindberg, J. O. (2014). INTRODUCTION: Moving from theory into practice: on the informed design of educational technologies. Technology, Pedagogy and Education, 23(3), 285-291
Open this publication in new window or tab >>INTRODUCTION: Moving from theory into practice: on the informed design of educational technologies
2014 (English)In: Technology, Pedagogy and Education, ISSN 1475-939X, E-ISSN 1747-5139, Vol. 23, no 3, p. 285-291Article in journal, Editorial material (Other academic) Published
National Category
Educational Sciences
Identifiers
urn:nbn:se:miun:diva-23228 (URN)10.1080/1475939X.2014.945275 (DOI)000341128200001 ()2-s2.0-84905895893 (Scopus ID)
Available from: 2014-10-16 Created: 2014-10-16 Last updated: 2017-09-14Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-8409-0557

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