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Sharing the distance or a distance shared: Social and individual aspects of participation in ICT-supported distance-based teacher education
Mid Sweden University, Faculty of Educational Sciences, Department of Education.
Mid Sweden University, Faculty of Educational Sciences, Department of Education.ORCID iD: 0000-0002-0941-9364
Umeå universitet. Pedagogiska institutionen.
Responsible organisation
2005 (English)In: ICT in teacher education: Challenging prospects, Jönköping: Jönköping University Press , 2005, 142-160 p.Chapter in book (Refereed)
Abstract [en]

This chapter is about ICT and participation. Our aim is to initiate a discussion about student participation in a web-based learning environment. The chapter contains some results of a philosophical hermeneutical study of a distance-based teacher education in which ICT is used for sharing materials and teaching. Data was collected by interviewing 19 students, who had been using ICT in their teacher education for more than two years. As a framework for understanding, interpretations about student participation were made based on an explicit description of three different perspectives of learning � social constructivist, social constructionist, and sociocultural - and the divergent assumptions these perspectives could be claimed to hold. The findings indicate that students participate in distance-based teacher education in such a way that their participation is not part of a social, but rather, an individual process of learning. The findings also suggest that there is a need to be more explicit about expectations inherent in the use of ICT as a learning environment, and that the current design of such environments for collaboration and learning are challenging.

Place, publisher, year, edition, pages
Jönköping: Jönköping University Press , 2005. 142-160 p.
Keyword [en]
design, ICT, participation, social constructivist, social constructionist, sociocultural
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:miun:diva-2581Local ID: 3073ISBN: 91-974953-4-4 (print)OAI: oai:DiVA.org:miun-2581DiVA: diva2:27613
Available from: 2008-09-30 Created: 2008-12-23 Last updated: 2017-02-23Bibliographically approved
In thesis
1. Participation in a boundless activity: Computer-mediated communication in Swedish higher education
Open this publication in new window or tab >>Participation in a boundless activity: Computer-mediated communication in Swedish higher education
2010 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The general purpose of this thesis is to understand how participation in the activity of education relates to communication and tools. This purpose unfolds by drawing on possible conceivable consequences. In the fulfilment of this purpose communication, education, participation, and tools are analytically linked by a common denominator: human action. The commentary text expounds on these links, while the four included papers illustrate how these links operate in educational settings. The general purpose serves to frame a narrower purpose: a discussion of participation through computer-mediated communication in online settings of Swedish higher education. The theoretical departure derives from a transactional approach that embraces human action as an inseparable aspect of a dynamic whole, here defined as the activity of education. This activity is discussed in terms of its cultural, ecological, historical, and social aspects. This theoretical departure embraces ideas largely taken from ecological, pragmatic and sociocultural perspectives of human action. The papers include analyses of, variously, empirical material taken from interviews with students, online exchanges of utterances, syllabuses, and study-guides. Two of the papers are literature reviews. The findings indicate that participation in education is a complex boundless phenomenon that is best understood as a dynamic whole. In this whole, participation in education is culturally, ecologically, historically, and socially transformed by actions, agents, communication, tools, and the setting. In this thesis, concepts such as computermediated communication, communicative genres, dialogical intersections, and educational settings are utilised to reach a dynamic understanding. The dynamics of these findings, therefore, are a challenge to all dualistic conceptualisations of education, such as those building on the idea of learners operating in learning environments. Particularly, these findings challenge operationalisations of education that rely on computer-mediated communication and which build on the idea of so-called online learning environments. A more coherent understanding of participation in education is possible if educational research and design builds on a non-dualistic conceptualisation that includes the idea of participation being performed in a boundless activity.

Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2010. 88 p.
Series
Akademiska avhandlingar vid Pedagogiska institutionen, Umeå universitet, ISSN 0281-6768 ; 93
Keyword
action theory, activity, communication, computer-mediated communication, distance education, educational settings, higher education, online courses, online education, participation, tools
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-11158 (URN)978-91-7264-874-5 (ISBN)
Public defence
2010-01-15, Norra Beteendevetarhuset, NBVH1031, Umeå, 10:00 (Swedish)
Opponent
Supervisors
Available from: 2010-01-26 Created: 2010-01-22 Last updated: 2013-08-16Bibliographically approved
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