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  • 1.
    Jaldemark, Jimmy
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Changes within the practice of higher education: Participating in educational communication through distance settings2008In: International Journal of Web Based Communities, ISSN 1477-8394, E-ISSN 1741-8216, Vol. 4, no 2, p. 173-187Article in journal (Refereed)
    Abstract [en]

    This paper is about changes within the practice of higher education. These changes relate to students’ and teachers’ participation in educational communication through distance settings. Here, this communication is analysed and described in terms of different dialogical intersections, which embrace the tools used in educational communication and the locations where students and teachers are physically situated. The Swedish practice of higher education illustrates these changes in participation in educational communication. In short, the number of intersections has increased, and the use of tools and locations has changed over the years. This is visible both in discourse and in the practice of higher education. Finally, this paper questions whether the distinction between distance, face-to-face and online education nowadays is meaningful.

  • 2.
    Jaldemark, Jimmy
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Theories of participation in online learning communities: An intersectional understanding2012In: International Journal of Web Based Communities, ISSN 1477-8394, E-ISSN 1741-8216, Vol. 8, no 3, p. 375-388Article in journal (Refereed)
    Abstract [en]

    This article deals with the question of how participation in online learning communities can be understood. Starting from the idea that participation in such communities has an intersectional character; it investigates how understanding of this character of participation relates to different rhetoric. Such rhetoric is discussed as being either interactional or transactional. The discussion links the application of rhetoric to both human beings and non-human objects such as content and technologies. The article concludes that application of a dualistic interactional rhetoric is suitable to a narrow conceptualisation and design of participation in online learning communities. However, a non-dualistic transactional rhetoric is suitable if a wider conceptualisation and design of participation in online learning communities is sought. An example from the health-care sector is used to illustrate how the ideas discussed in the article could be applied to designing for participation in online learning communities.

  • 3.
    Jaldemark, Jimmy
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Understanding participation in online learning communities: An editorial introduction2012In: International Journal of Web Based Communities, ISSN 1477-8394, E-ISSN 1741-8216, Vol. 8, no 4, p. 403-407Article in journal (Other academic)
  • 4.
    Lindberg, Ola
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Olofsson, Anders D.
    Umeå universitet.
    E-OLC in a context of the Other: Face, trace and cyberspace2008In: International Journal of Web Based Communities, ISSN 1477-8394, E-ISSN 1741-8216, Vol. 4, no 2, p. 188-198Article in journal (Refereed)
    Abstract [en]

    This paper starts with an investigation of the concept of community, various meanings and understandings that may be related to its use, and how community as a concept has been reconceptualised when being transferred from an offline to an online context. It continues by considering an understanding of 'Educational Online Learning Communities (E-OLC) in its context' as a question of being-together. Finally, it provides a discussion inspired by the thoughts of Emanuel Levinas, concluding that E-OLCs are conditioned in the unconditioned responsibility of being-for-the-other and that education and teaching, both on- and offline, becomes a question of taking the Other as the necessary condition for knowing oneself, and the responsibility for the Other becomes the first imperative as ethics becomes the first philosophy.

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