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  • 1.
    Amhag, Lisbeth
    Malmö högskola, School of Teacher Education (LUT), School Development and Leadership (SOL).
    Bedömningsmatriser och självvärdering: om studenters delaktighet och lärande2008In: Proceedings NU2008, Advanced Building Skins. ABS, 2008, p. 291-295Conference paper (Other academic)
    Abstract [sv]

    Det övergripande syftet med projektet var att säkerställa lärarnas bedömning av studenters prestationer och progression, men också att vidareutveckla bedömningsformer och verktyg för självvärdering så att studenter kan ta en aktivare del i sin utbildning och sitt lärande. Studiens resultat från kursutvärderingen visar att verktygen för självvärdering till viss del har bidragit till att synliggöra studenternas läroprocess, såväl individuellt som i grupp och därmed tydliggjort kopplingen till lärandemålen. Men resultatet pekar också på att studenterna är ovana vid att reflektera över det egna lärandet, men även att ge och ta till sig respons och värderingar. Att ge och få respons är det verktyg där studenterna betonar vikten av utbyte i grupp. Strategiloggen med självbedömning är det verktyg som studenterna menar främst främjar självreflektion och att synliggöra sitt eget lärande.

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  • 2.
    Amhag, Lisbeth
    Malmö högskola, School of Teacher Education (LUT), School Development and Leadership (SOL).
    Between I and other in written web-based dialogues2010Conference paper (Other academic)
    Abstract [en]

    The presentation refers to the point when distance students begin to reflect on the meaning content and to different extents attain an understanding, agreement and experience meaningful learning. In this situated web-based "space", writer, text and reader are all included. The space is formed by the students’ understanding of both their own texts and others’ texts, as well as comparisons between them. The implications and results highlights that it is not enough to consider individual written, asynchronous dialogues in order to analyse learning. It is in social and dialogic interactions that understanding of different meaningful meanings is clarified and develops.

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  • 3.
    Amhag, Lisbeth
    Malmö högskola, School of Teacher Education (LUT), School Development and Leadership (SOL).
    Collective asynchronous argumentation in distance learning.2010Conference paper (Other academic)
    Abstract [en]

    In the presentation describes an analytical tool based on Bakhtin’s theories of dialogues as a theoretical framework, and Toulmin’s argument pattern as a way to make the specific elements in the arguments and the different words with voices in the dialogues – as well as the dialogical relations between them – more explicit – and more visible. The pedagogical structure with group argumentations over a specific period, where dialogue exchange and collaboration are in focus, opens for the manifestation of written polyphony.

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  • 4.
    Amhag, Lisbeth
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Collective webinars in higher distance education2013In: Collective webinars in higher distance education;ID 40354, AACE, E-Learn 2013 , 2013Conference paper (Refereed)
    Abstract [en]

    The aim of this paper is to study, compare and analyze students’ participation in synchronous webinars, directly F2F and their use of dialogue exchange and chat communications to develop an individual and collective meaning and understanding of the course content. Another aim is what possibilities flipped/inverted mini-lectures before follow-up webinars can provide as an expanded resource. One group of 15 students had synchronous webinars and one group of 22 students had flipped mini-lectures a week before follow-up webinars. The study joins the research tradition about sociocultural theories and computer supported collaborative learning, CSCL, as well the theoretical approach, termed Computer Self-Efficacy (CSE), concerned with individuals’ media and information literacy. Important conclusions from the results of collective synchronous webinars, flipped mini-lectures and chat communications are that they are important tools for students to be able to manage their learning activities and evaluate their participations, abilities and collaborative learning through communicative exchanges of knowledge. However, there are challenges for teachers to reach mutual engagement, common interests and joint creativity, but also use the role of technology in mediating interactions.

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  • 5.
    Amhag, Lisbeth
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Creativity in and between Collaborative Peer Assessment Processes in Higher Distance Education2013In: Creative Education, ISSN 2151-4755, E-ISSN 2151-4771, Vol. 4, no 7A, p. 94-104Article in journal (Refereed)
    Abstract [en]

    The study investigates in what ways the combination of self-assessment and collaborative peer assessment can sup-port students’ creative- and critical abilities, as well as providing opportunities for meta-cognitive learning. The study is informed by sociocultural theories research traditions and computer supported collaborative learning, CSCL. Data were collected from 22 student teachers peer assessment processes, including peer feedback and self-assessment dur-ing two consecutive 15 credit web-based courses. The analytical framework was based on Toulmin’s argument model (1958) and Hattie and Timperley´s (2007) feedback model. The results provide a broader perspective on collaborative peer assessment processes by distinguishing, identifying and describing the meaning content in the students´ peer feedback and self-assessment, and the relationships between these. Quality of content and creativity in formulating the responses, can be linked to creativity as “higher order thinking skills”. Peer assessment processes can thus func-tion as creative exercises or as a tool to support such skills.

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  • 6.
    Amhag, Lisbeth
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Design of Collaborative Peer Feedback with Self-assessment for Online Learning2012In: Conference Proceedings, Aalborg Universitet, København , 2012, p. 65-67Conference paper (Other academic)
    Abstract [en]

    This paper focuses on how online course outlines can be designed to improve the impact and added value of collaborative peer activities in distance education. Data were collected from 22 student teachers’ peer feedback with self-assessments during two consecutive 15 credit web-based courses. The result shows that the quality in the collaborative peer feedback is developing between the two courses, but there is a lack of reflections in their self-assessments.

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  • 7.
    Amhag, Lisbeth
    Malmö högskola, School of Teacher Education (LUT), School Development and Leadership (SOL).
    Dialogiska e-didaktiska strategier med responsgivning och argumentering för lärande på distans2011Conference paper (Refereed)
    Abstract [sv]

    Forskningsprojektet som rapporteras i detta paper fokuserar på hur distansstudenter lär sig att använda respons- och argumentationsprocesser som verktyg för lärande. Data samlades in från två distansgrupper, dels från 40 lärarstudenters responsgivning och diskussioner på fyra kursuppgifter om lärarens kunskaps- och lärandeuppdrag i två 15 hp nätbaserade kurser (N = 759), dels från 30 lärarstudenters argumentationer och diskussioner på en kursuppgift om lärarens ledarskap och roll i skolan i en 15 hp nätbaserad kurs (N = 253). Den teoretiska och analytiska ramen, som bygger på Bakhtins teorier om dialoger i studie ett, och tillsammans med Toulmins argumentmodell (TAP) i studie två, används för att bedöma kvaliteten på de skriftliga asynkrona responserna, argumentationerna och diskussionerna. Resultatet visar i vilken utsträckning studenterna kan urskilja, identifiera och beskriva meningsinnehållet i dialogerna och hur de utvecklas när meningsinnehållet konfronteras med andra fakta, påståenden och antaganden som bekräftas, motbevisas och/eller förklaras. De dialogiska mönstren med tillhörande excerpts, kan i förlängningen fungera som e-didaktiska strategier och redskap för att studenter och lärare ska få större kunskap om att förstå och utveckla meningsfulla och lärande dialoger i samspel med andra på nätet och därmed höja kvaliteten i nätbaserad undervisning.

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  • 8.
    Amhag, Lisbeth
    Malmö högskola, School of Teacher Education (LUT), School Development and Leadership (SOL).
    E-didactic Strategies with Peer Feedback Processes for Online Learning2011Conference paper (Refereed)
    Abstract [en]

    This article focuses on strategies for how online course outlines can be designed to improve the use of collaborative peer feedback in distance education and how different dialogic patterns can be identified. Two separate studies were conducted to investigate students’ use of own and others' texts meaning content in their peer feedback as a tool for learning and how the content can be analysed. Data were collected from two student groups; one from 40 student teachers’ peer feedback and discussions of four assignments (N=759) from two 15 credit web-based courses; and one from 30 student teachers’ argumentations and discussions of one assignment (N=253) from one 15 credit web-based course. An analytical framework, based on Bakhtin’s theories of dialogues in study one, and combined with Toulmin’s argument pattern (TAP) in study two, are employed to assess the quality of the meaning of peer feedback and argumentations. A close investigation of the dialogical patterns shows the extent to which students distinguish, identify and describe the meaning content in their peer feedback that emerge in collaboration with other students in an online setting as an important aspect. The dialogue patterns that developed are illustrated in selected excerpts.

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  • 9.
    Amhag, Lisbeth
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    e-seminariers betydelse i nya yrkeslärarutbildningen2012Conference paper (Other academic)
    Abstract [sv]

    Yrkeslärarutbildningen förändrades i Sverige 2010, från att ha omfattats av 180 högskolepoäng till att innefatta 90 högskolepoäng. I den nya yrkeslärarexamen ingår en utbildningsvetenskaplig kärna om 60 högskolepoäng och verksamhetsförlagd utbildning om 30 högskolepoäng. Malmö högskola organiserar från och med vårterminen 2012 den nya yrkeslärarutbildningen på hel- och halvfart, såväl högskoleförlagd som på distans. Syftet är att genomföra en professionsinriktad utbildning för undervisning i yrkesämnen där yrkes/ämneskunnande, yrkesdidaktik och moment inom den utbildningsvetenskapliga kärnan integreras. I yrkeslärarutbildningen ingår sex kurser på grundnivå, varav fem är niopoängskurser med verksamhetsförlagd utbildning om sex högskolepoäng. Utbildningen avslutas med ett yrkesdidaktiskt utvecklingsarbete om15 högskolepoäng. Samtliga kurser har stark koppling till yrkesutbildning och yrkesdidaktik. Under utbildningen ska studenten visa sådan kunskap och förmåga som krävs för att självständigt arbeta som yrkeslärare i den verksamhet som utbildningen avser (SFS 2010:1064). Forskningen jag arbetar med under Malmö högskolas tvååriga postdoktorprogram (2011-2013) är att utveckla högskoleutbildningars utmaningar i en föränderlig omvärld. Syftet med mina studier är att undersöka och analysera pedagogiken i distansundervisning och nätbaserat lärande med fokus på lärande och bedömning i interaktiva e-mötessystem. De huvudsakliga frågeställningarna är: • Vilka effekter (potential, påverkan, intryck) och mervärden (behållningar, förtjänster) ger kollaborativa e-seminarier för studenters lärande och utveckling på distans? • Hur kan kursuppgifter bedömas och examineras i en nätbaserad multimodal lärmiljö? Metodmässigt följer jag 20 yrkeslärarstudenter under olika e-seminarier i e-mötessystemet Adobe Connect (http://connect.sunet.se), där studenter och lärare kan kommunicera via chatt, röst och webbvideo F2F (face-to-face) för att ha genomgångar om kursuppgifter, begrepp, litteratur etc., men också diskutera, ge/få kamratrespons, samarbeta med hjälp av gemensamma anteckningar och whiteboard, visa skärm och program för andra, presentera medieproduktioner samt redovisa kursuppgifter. Samtliga e-seminarier spelas in, sparas och läggs ut i efterhand för visning online, repetition, granskning och vidare reflektion och analys. Kommunikationerna kommer dels att analyseras utifrån känslan av self-efficacy under beteckningen computer self-efficacy, CSE (Bandura, 2002), d.v.s tron på egen förmåga, påverkan, output etc. att kunna utföra distansutbildningen på ett framgångsrikt sätt. Dels används teorier om datorstött samarbetslärande, vilka studeras under beteckningen CSCL (Computer Supported Collaborative Learning) utifrån förståelsen av språk, kultur och olika aspekter av den sociala miljön, men också sammanhangets och samarbetets betydelse för lärande och utveckling (Koschmann, 1996; Stahl & Hesse, 2008).

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  • 10.
    Amhag, Lisbeth
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Forskning om och tillämpning av formativ bedömning för lärande2013In: Bedömning som motivation och utvecklande pedagogiskt verktyg: att synliggöra det synliga lärandet; / [ed] Thomas Småberg, Anders Eklöf, Tankesmedjan , 2013, p. 52-65Chapter in book (Other academic)
    Abstract [sv]

    I min forskning mellan åren 2007-2012 (Amhag & Jakobsson, 2009, Amhag, 2010, 2011, 2012, 2013) har jag intresserat mig för hur högskolestudenters skriftliga meningsutbyten och feedbackprocesser i den nätbaserade plattformen, It´s learning, understödjer ett formativt och meningsfullt lärande. Jag har närmare undersökt i vilken omfattning studenter ger och får kamratrespons på olika kursuppgifter samt på vilket sätt de ger och tar till sig andras återkoppling samt självvärderar sitt lärande. Andra frågor jag ställde var om studenterna blir mer medvetna granskare när de läser in sina egna erfarenheter och intentioner i andras arbeten? En ytterligare fråga var om kamratrespons är ett mellansteg till självvärdering?

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  • 11.
    Amhag, Lisbeth
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    High school students’ argument patterns in online peer feedback2012In: Handbook of Research on Didactic Strategies and Technologies for Education: Incorporating Advancements. Vol 2, IGI Global, 2012, p. 711-723Chapter in book (Refereed)
    Abstract [en]

    The study focuses on strategies for how online course outlines can be designed to improve the use of collaborative peer feedback in distance education and how distance students can learn to use argumentation processes as a tool for learning. For ten weeks, 30 student teachers studied the web-based 15 credit course Teacher Assignment. Data was collected from five student groups’ asynchronous argumentation, relating to authentic cases of teacher leadership. Focus was placed on the extent to which students used own and others' texts meaning content in the discussion forum and how the content can be analysed. A close investigation of the dialogical argument patterns (N=253) in their peer feedback shows the extent to which students distinguish, identify and describe the meaning content that emerge in collaboration with other students in an online setting as an important aspect. The dialogue patterns that developed are illustrated in selected excerpts.

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  • 12.
    Amhag, Lisbeth
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Introduktion om medie- och informationskunnighet2013In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 18, no 1-2, p. 4-9Article, review/survey (Other academic)
    Abstract [sv]

    Detta temanummer har fokus på medierande läroprocesser, som samspel mellan elever, kunskaps- och erfarenhetsutbyte, kommunikation och handlingar, men också på vilka sätt digitala redskap och andra nätbaserade resurser kan tillämpas i en pedagogisk kontext. Idag är det lika naturligt i barns och ungomars vardag att kommunicera och ha erfarenhetsutbyte på nätet, som att samtala ansikte mot ansikte. Likaså går dagens medieteknologi mot ökad mobilitet både i skolan, högre utbildning och i samhället. Denna utveckling har utvidgat möjligheterna för såväl undervisning och lärande, som observation och dokumentation, men också delaktighet och inflytande. Gränserna mellan olika studieformer och medieanvändning suddas ut och tillämpningarna är mer oberoende av tid och plats. Istället skapas kombinationer som är flexibla och gör det möjligt att undervisa, samarbeta och lära på olika sätt både i och utanför skolan och på distans. Men vad vet vi om medieanvändning och dess betydelse för lärande? Vad vet vi om medie- och informationskunnighet?

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  • 13.
    Amhag, Lisbeth
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Kamratrespons och självvärdering i nätbaserat lärande2013In: Medierat lärande och pedagogisk mångfald / [ed] Lisbeth Amhag, Feiwel Kupferberg, Marie Leijon, Studentlitteratur AB, 2013, p. 95-123Chapter in book (Other academic)
    Abstract [sv]

    Det jag vill belysa i detta kapitel är hur pedagogik och didaktik i nätbaserade lärmiljöer kan utvecklas med stöd av kamratrespons och självvärdering. Under det senaste decenniet har distansutbildningar och campusbundna kurser, som helt eller delvis är organiserade med hjälp av nätbaserade lärmiljöer, stadigt ökat. Distansundervisning är i dag den högskolesektor som växer snabbast. De nätbaserade arenorna i lärplattformar och andra e-mötesplatser har öppnat nya kanaler för kommunikation och erfarenhetsut-byte, vilket medför nya sätt att undervisa på och lära sig i och med. Här förväntas lärare organisera och administrera utbildningen med hjälp av va-rierade arbetssätt som motiverar och utmanar studenterna i deras lärande. Studenterna förväntas delta aktivt, samarbeta och diskutera olika kursupp-gifter och kurslitteratur. Kamratrespons och självvärdering blir då betydelse-fulla redskap under lärprocessen, eftersom lärandet både synliggörs och granskas genom feedbackprocessen. Även återkopplingen blir tillgänglig snabbare och ger fler betraktelsesätt än läraren kan ge ensam.

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  • 14.
    Amhag, Lisbeth
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Kvaliteten i distansstudenters kamratresponser och självvärdering2012Conference paper (Other academic)
    Abstract [sv]

    I studien är det fokus på kvaliteten i distansstudenters nätbaserade kamratresponser och självvärdering. Motivet är att kursuppgifter på högskolenivå, som rapporter, artiklar och projektarbeten med olika presentationer, är komplexa och kräver att studenterna är insatta i vetenskapligt skrivande, kritisk granskning, problemlösning osv. Ett annat motiv är att ge och få respons på egna/andras texter och produktioner kan bidra till att studenter blir mer medvetna granskare, eftersom de läser in sina egna erfarenheter och intentioner i dem (Dysthe et al., 2011). Definitionen av kamratrespons används som ett mått på studenters förståelse för kursuppgifterna och att främja förmågan med att ge och få återkoppling (van der Pol et al., 2008). En praktisk fördel med att använda kamratrespons är att den blir tillgänglig under lärprocessen och i mycket större mängd än läraren kan ge ensam (Topping, 1998; 2005; Dochy et al., 1999). Självvärdering syftar till att främja studenters metakognitiva förmåga genom att de reflekterar över kvaliteten på de egna kursuppgifterna och jämför sina insatser. Tillvägagångssättet kan betraktas som redskap för och en progression på studenters lärande (De Wever et al., 2006; Kostons et al., 2010). Metodmässigt samlades data in från 22 lärarstudenters kursuppgifter där det ingick kamratrespons och självärdering under två på varandra följande högskolekurser 30 hp. I den första kursen arbetade de med egna dokumenterade fall om lärarens ledarskap och roll i skolan. I den andra kursen skulle de utifrån observationer om andraspråkslärande och tvåspråkighet beskriva ett undervisningsexempel i skolan och ge egna didaktiska förslag. Efter inlämningen av kursuppgifterna skulle de gruppvis ge kamratrespons under en viss tidsperiod och därefter självvärdera med vidare reflektioner om sina egna inlägg. Som analysmetod användes Hattie och Timperleys (2007) feedbackmodell utifrån uppgiftsnivån, processnivån, metakognitiva nivån och den personliga nivån samt Toulmins argumentmodell (1958) för tolkningen av det kvalitativa meningsinnehållet. Resultaten visar att det kvalitativa meningsinnehållet i kamratresponserna utvecklas mellan de två distanskurserna, men det saknas förmåga att självvärdera de egna inläggen.

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  • 15.
    Amhag, Lisbeth
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Learner centered experiences with flipped classroom and mobile online webinars in distance higher education program2015In: 11th international conference: mobile learning 2015: Madeira, Portugal 14-16 March: Proceedings, IADIS, International Association for Development of the Information Society , 2015, p. 99-103Conference paper (Other academic)
    Abstract [en]

    The aim of this study is to describe and analyse students’ learning activities in distance higher education program with online webinars (WEB-based semINAR) by computer, laptop or mobile app for phones and tablets directly face-to-face (F2F) with other students and teachers introduced by “flipped classroom”. The data collection consists of qualitative research interviews with students and observations of F2F webinars and parallel chat communications with problem solving, discussing theoretical concepts and literature, and engaging in various collaborative group works, as well as examinations. Theoretically, the study joins the research tradition of sociocultural theories and Computer Supported Collaborative Learning, CSCL, as well the theoretical approach of self-efficacy and Computer Self-Efficacy (CSE) concerned with individuals’ media and information literacy. Important conclusions from the results of the learning activities with flipped classroom, online synchronous webinars and chat communications are that these learning activities gives the students more learner-centered experiences and are important for them in order to continue the education and be able to be a part of the reciprocal learning processes, as well as to understand the academic way of reading and writing.

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  • 16.
    Amhag, Lisbeth
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Meaning content and Voices in Web-based Dialogues for Collaborative Learning2010Manuscript (preprint) (Other academic)
  • 17.
    Amhag, Lisbeth
    Malmö högskola, School of Teacher Education (LUT), School Development and Leadership (SOL).
    Mellan "jag" och andra. Nätbaserade studentdialoger med argumentering och responsgivning för lärande2010Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The thesis is about how students can learn to use argumentation and the processes of giving responses in a web-based setting, as a tool for individual and collective learning. The thesis comprises three studies, which examine and describe how 70 distance students develop an individual and collective competence to provide feedback, critically evaluate and argue in the context of a web-based learning environment. The aim is to investigate the quality of students’ web-based written asynchronous dialogues (N=2 430), and how students can be encouraged to use and evaluate their own and others' web-based arguments and responses, both directly and retrospectively. Additionally, the aim is to develop analytical dialogic models, that can be used to distinguish, identify and describe the meaning content and voices of the students’ arguments and responses that emerge in social and dialogic interactions in collective asynchronous dialogues, in a university web-based learning environment. Besides a general socio-cultural understanding of learning and development aims, the present study is based on Bakhtin´s theoretical framework of dialogues, as well Rommetveit’s concepts of meaning potentials and Toulmin’s argument pattern. The CSCL perspective (Computer-Supported Collaborative Learning) is here related to the theoretical approach in both socio-cultural theory, and Bakhtin´s theoretical framework. The element that distinguishes this perspective, as a whole, from other approaches to learning is an emphasis that is not possible to understand learning solely from individual actions or development. Learning always arises as a product of dialogue processes, aiming to create meaning. The results from the three studies appears that the students to various extents gradually develop an ability to make use of the meaning content and voices as an active tool for new understanding or gaining new perspectives, individually and collectively. It also clarifies that meaning; dialogue and interaction belong together. Together, these dimensions form the participatory impacts in online education. What particularly emerges is the importance of collaborative learning, when the focus moves from the individual to the collective, but also into the space within and between the written, asynchronous dialogues. The text with different voices breaks in the meeting within and between the dialogues with different meaning content, or in what we could term the passage through the speech zone. In this zone exists material and a sphere of influence dominated by the students’ own and others' words, reflections or characters. Different dialogic argument patterns develops. There is a paradigm shift “between I and other” when students are co-actors in joint continuous, open dialogues with own and others' voices.

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  • 18.
    Amhag, Lisbeth
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Mobile technologies for student centered learning in a distance higher education program2016In: Wearable Technology and Mobile Innovations for Next-Generation Education / [ed] Janet Holland, IGI Global, 2016, p. 184-199Chapter in book (Refereed)
    Abstract [en]

    The aim of this study is to analyze mobile technologies for student centered learning in a distance higher education program with a focus on mobile online webinars (web-based seminars or conferencing) using mobile applications such as laptops, tablets or smart phones. As wearable technologies continue to grow it could very well extend to smart glasses, smart watches etc. These tools can provide teacher-recorded flipped classroom, face-to-face interactions and parallel chat communications. The data collection consists of observations of ten online face-to-face webinars with 22 students, six interviews, and two surveys. Theoretically, the study joins the research tradition of Computer-Supported Collaborative Learning with emphasis on collaboration, and Computer Self-Efficacy concerned with individuals’ media and information literacy. Important conclusions from the study demonstrated mobile interactions increased student centered learning on theoretical concepts, assisted in the ability to review information critically, and provided experiences bridging of professional teaching practices.

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  • 19.
    Amhag, Lisbeth
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Mobile-Assisted Seamless Learning Activities in Higher Distance Education2017In: International Journal of Higher Education, ISSN 1927-6044, E-ISSN 1927-6052, Vol. 6, no 3, p. 70-81Article in journal (Refereed)
    Abstract [en]

    Among online learning factors stated in the research literature, it is argued that online activities is the strongest factor which contributes to online learning. This article illuminates mobile-assisted seamless learning activities by using laptops, tablets, or smart phones. Two conditions are compared, a) face-to-face (F2F) online webinars (web-based seminars or conferencing), b) the elements of part a, but complemented by teacher-recorded flipped classroom-videos (pre-lectures) before the F2F online webinars. Data collection consists of observations of 22 recorded F2F online webinars among 40 vocational student teachers divided into groups of 18 and 22 participants, and 12 interviews (six from each group, including both women and men). The study is theoretically within the research concept of mobile-assisted seamless learning: mediated learning anytime, anywhere, and in different contexts. The results raise some challenges and implications presented by using mobile digital devices to expand participation and motivation across different contexts for creation of ubiquitous knowledge access.

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  • 20.
    Amhag, Lisbeth
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Nätbaserad kamratrespons och självvärdering för lärande2012Conference paper (Other academic)
    Abstract [sv]

    I studien är det fokus på kvaliteten i distansstudenters nätbaserade kamratresponser och självvärdering för lärande. Motivet är att kursuppgifter på högskolenivå, som rapporter, artiklar och projektarbeten med olika presentationer, är komplexa och kräver att studenterna är insatta i vetenskapligt skrivande, kritisk granskning, problemlösning osv. Ett annat motiv är att ge och få respons på egna/andras texter och produktioner kan bidra till att studenter blir mer medvetna granskare, eftersom de läser in sina egna erfarenheter och intentioner i dem. Definitionen av kamratrespons används som ett mått på studenters förståelse för kursuppgifterna och att främja förmågan med att ge och få återkoppling (van der Pol et al., 2008). En praktisk fördel med att använda kamratrespons är att den blir tillgänglig under lärprocessen och i mycket större mängd än läraren kan ge ensam (Topping, 1998; Dochy et al., 1999). Självvärdering syftar till att främja studenters metakognitiva förmåga genom att de reflekterar över kvaliteten på de egna kursuppgifterna och jämför sina insatser. Tillvägagångssättet kan betraktas som redskap för och en progression på studenters lärande (De Wever et al., 2006; Kostons et al., 2010). Metodmässigt samlades data in från 22 lärarstudenters kursuppgifter där det ingick kamratrespons och självärdering under två på varandra följande högskolekurser 30 hp. I den första kursen arbetade de med egna dokumenterade fall om lärarens ledarskap och roll i skolan. I den andra kursen skulle de utifrån observationer om andraspråkslärande och tvåspråkighet beskriva ett undervisningsexempel i skolan och ge egna didaktiska förslag. Efter inlämningen av kursuppgifterna skulle de gruppvis ge kamratrespons under en viss tidsperiod och därefter självvärdera dem med vidare reflektioner om sina egna inlägg. Som analysmetod användes Hattie och Timperleys feedbackmodell (2007) utifrån uppgiftsnivån, processnivån, metakognitiva nivån och den personliga nivån samt Toulmins argumentmodell (1958) för att kunna tolka det kvalitativa meningsinnehållet. Resultaten visar att det finns kvalitetsskillnader mellan dem.

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  • 21.
    Amhag, Lisbeth
    Malmö högskola, School of Teacher Education (LUT), School Development and Leadership (SOL).
    Potentialen och rösterna i nätbaserade dialoger: Dialogiska och medierande redskap för lärande2009Licentiate thesis, monograph (Other academic)
    Abstract [sv]

    Under det senaste decenniet har allt fler lärosäten över hela världen arrangerat distansutbildningar eller campusbundna kurser som helt eller delvis är organiserade med hjälp av nätbaserade lärmiljöer. Nätbaserade kurser har därmed blivit vanliga och viktiga mediala arenor inom högre utbildning, såväl i distansutbildningar som i campusbundna kursmoment. Datorstödet har också medfört ett nytt sätt att undervisa på och lära sig med. Men det råder brist på kunskap om hur nätbaserade dialoger bidrar till individuellt och kollektivt lärande. Syftet med studien var att utifrån Bakhtins teoretiska ramverk om dialoger och sociokulturell teori undersöka hur 40 studenter använder skriftliga, asynkrona dialoger (N=1567) för att kunna urskilja hur mening utvecklas individuellt och kollektivt under tre högskolekurser (60 veckor, halvfart distans). Avgränsningen omfattades av att undersöka på vilket sätt och i vilken grad studenterna använder dialogens potential och röster som medierande redskap för sitt och andras lärande i samspel med andra studenter. I resultatet från den grundligare analysen av 265 inlägg framstår att studenterna i olika grad successivt utvecklat en förmåga att använda sig av meningsinnehållet i de skriftliga, asynkrona dialogerna som ett aktivt redskap för att utveckla ny förståelse och nya perspektiv. Det som också synliggjordes var att det är en aktiv lärprocess som utvecklades över tid, när studenterna använde sina erfarenheter tillsammans med andra, mot nya sätt att tänka och handla. Potentialen och de olika rösterna i dialogerna tydliggör att det kollektiva samspelet inte sker eller utvecklas på egen hand, utan måste stimuleras och utmanas under utbildningen av lärare, men också av och mellan studenter. Studiens tillämpning är ett analysredskap och en dialogmodell som utvecklades under analysen för att kunna urskilja hur mening utvecklas individuellt och kollektivt. De kan i förlängningen fungera som pedagogiska redskap för att studenter och lärare ska få insikt i att förstå och utveckla meningsfulla dialoger i samspel med andra på nätet och därmed höja kvalitén i nätbaserad undervisning.

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  • 22.
    Amhag, Lisbeth
    Malmö högskola, School of Teacher Education (LUT), School Development and Leadership (SOL).
    School of Education, Malmö University2009Conference paper (Other academic)
    Abstract [en]

    In the presentation describes the Faculty of Education at Malmö University and the programs of: • Bachelor of Education degree for the Compulsory School (Theory and Practice of Teaching) • Master of Education degree for the Upper Secondary School (Theory and Practice of Teaching) • Diploma in Education for the Upper Secondary School (Theory and Practice of Teaching)

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  • 23.
    Amhag, Lisbeth
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Student reflections and self-assessments in vocational training supported by a mobile learning hub2020In: International Journal of Mobile and Blended Learning, ISSN 1941-8647, E-ISSN 1941-8655, Vol. 12, no 1, p. 1-16Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to contribute knowledge about what characterizes students’ capabilities to reflect on and self-assess their professional development during four school based vocational training courses in distance higher education. What abilities and challenges appear in their written reflections and self-assessments with critical incidents about a situation, incident, or issue in their log journals, as well as in their discussions online. face-to-face (F2F), supported by a mobile learning hub (MLH) with both mobile and blended activities? Theoretically, the study is based on five major levels of reflection: reporting, responding, relating, reasoning and reconstructing. The results from a group of students’ representative excerpts demonstrates the importance of letting student teachers have agency and mediate their subjective experiences during practical vocational training in progression, supported by mobile and blended tools, to understand and make sense of experience in relation to self, others, and contextual conditions for personal and professional learning.

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  • 24.
    Amhag, Lisbeth
    Malmö högskola, School of Teacher Education (LUT), School Development and Leadership (SOL).
    Studenters argumentmönster i nätbaserade dialoger för lärande2010Conference paper (Refereed)
    Abstract [en]

    The importance of developing individual and collective critical reasoning and argumentation in academic education has been highlighted in several studies and debates within distance learning and education. In a context of web-based environments learning usually consists of asynchronous dialogues or conversations between teachers and students, or among groups of students, concerning specific course content. The participants are expected to use the web-based environment to discuss course literature, theories and assignments, as well as to share knowledge and experience. The competence to comprehend and follow arguments from literature and theories, I would contend, is a crucial aspect of learning and development. The research reported in this study focuses on the distance students’ collective argumentation. For ten weeks 32 student teachers were studying a web-based 15 credits course about the teachers´ assignment. Data were collected from five student groups asynchronous argumentation concerning their own cases and one official case of the teachers´ leadership (N=362). To assess the quality of the collective asynchronous argumentation analytic tool were developed based on Bakhtins´ theories of dialogic interaction and Toulmins´ argument pattern. The analysis has helped to demonstrate how students can use and evaluate their own and others' web-based arguments to develop learning in distance education.

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  • 25.
    Amhag, Lisbeth
    Malmö högskola, School of Teacher Education (LUT), School Development and Leadership (SOL).
    Students’ Argument Patterns in Asynchronous Dialogues for Learning2011In: Research highlights in technology and teacher education, ISSN 2161-7945, Vol. 3, p. 137-144Article in journal (Refereed)
    Abstract [en]

    The research reported in this study focuses on how distance students can learn to use argumentation processes as a tool for learning. For ten weeks, 30 student teachers studied the web-based 15 credit course Teacher Assignment. Data were collected from five student groups’ asynchronous argumentation, relating to authentic cases of teacher leadership. Focus was placed on the extent to which students used own and others' texts meaning content in the discussion forum and how the content can be analysed. An analytical framework, based on Bakhtin’s theories of dialogues, and Toulmin’s argument pattern (TAP), is employed to assess the quality of the written asynchronous argument patterns. A close investigation of the dialogical argument pattern (N=253) shows the extent to which students distinguish, identify and describe the meaning content of the arguments that emerge in social and dialogic interactions in the web-based setting. A dialogic model for argument analysis is also described.

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  • 26.
    Amhag, Lisbeth
    Malmö högskola, School of Teacher Education (LUT), School Development and Leadership (SOL).
    Student’s Voices and Meaning Potentials in Asynchronous Dialogues2009Conference paper (Refereed)
    Abstract [en]

    The aim of this study is to examine and describe in what way student teachers use their own and others words meanings content in asynchronous dialogues as a collaborative learning activity in three web-based courses over a period of 60 weeks. The students’ contributions to the course assignments, the group responses and the collaborative discussions were analysed and interpreted based on Bakhtin’s and Rommetveit’s theories on dialogic interactions, voices and meaning potentials in asynchronous dialogues. The results describe different dialogic interactions of meaning potentials and multiple voices in asynchronous dialogues, which students and teachers can use as a tool for learning in net-learning activities.

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  • 27.
    Amhag, Lisbeth
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Teaching and learning with Mobile-assisted Seamless Learning activities in Higher Distance Education2017In: Learning and education: material conditions and consequences, General Egyptian Book Organization, 2017, p. 390-391, article id 596Conference paper (Other academic)
    Abstract [en]

    Research topic/Aim: Research on mobile teaching and learning in higher distance education is a growing area. This media development has also expanded spaces and opportunities for mobile teaching and learning, observation and documentation, and participation and creativeness. However, it is important with empirical evidence how this teaching and learning are enhancing students’ collaboration. The present study aimed to illustrate, compare, and analyse two conditions in higher distance education with mobile-assisted seamless learning (MSL) activities via laptops, tablets, and smartphones, and what significance these factors have for students learning in a more digitalised form of higher distance education. The following questions were addressed: • What is the importance of application of digital devices for students’ collaborative learning by using mobile F2F webinars with text-based chat and teacher-recorded flipped classroom videos? • What views do students’ in using MSL activities in higher distance education? Theoretical frameworks: Theoretically, the present study brings together the research tradition of CSCL and the concept of MSL. Both theories are based on the principle that it is not possible to understand learning only from individual actions. Methodically, two concepts are used. First, Wengers (1998) definition of sociocultural theory divided into four components: 1) meaning is learning as experiences, 2) practice is learning as doing, 3) community is learning as belonging, and 4) identity is learning as becoming. Second, the concept of MSL by Kuh (1996) and the six dimensions by Wong and Looi (2011) in their design of actual learning: 1) formal and informal learning, 2) personal and social learning, 3) learning across time, 4) learning across locations, 5) ubiquitous knowledge access, and 6) physical and digital spaces. A key component of this idea is that each student is using a personal device as a mediator. Methodology/research design: Two conditions are compared, a) face-to-face (F2F) online webinars (web-based seminars or conferencing) and textual real-time chat communications, b) the elements of part a, but complemented by teacher-recorded flipped classroom-videos (pre-lectures) before the F2F online webinars. Data collection consists of observations of 22-recorded F2F online webinars among 40 vocational student teachers divided into groups of 18 and 22 participants, and 12 interviews (six from each group, including both women and men) about their views of the MSL activities, as well as two course evaluations. Expected conclusions/Findings: The results raise some challenges and implications presented by using digital devices to embrace opportunities across different contexts for collaboration and for creation of ubiquitous knowledge access in the form of online webinars and flipped recordings. In terms of e-learning the mobile technology posed challenges when the e-meeting system had a problematic mobile connection, and teachers were unfamiliar with the online system and how to support the students. In terms of m-learning through portable digital devices F2F, shows the importance of promoting students’ collaborative learning anytime and anywhere and easily switch learning contexts to another. In terms of u-learning shows the prominence of ubiquitous mobile technology supporting students’ mediated meaning and learning within course documents, flipped recordings before the F2F webinars, and the recordings of the webinars were available. Relevance for Nordic Educational Research: With further research, these terms will have the potential to become a design-based research model for MSL in higher distance education.

  • 28.
    Amhag, Lisbeth
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    The power of e-seminars in higher education2013In: Abstrakt book: The 41st Annual Congress of the Nordic Educational Research Association - Disruptions and eruptions as opportunities for transforming education, NFPF/NERA , 2013Conference paper (Other academic)
    Abstract [en]

    The purpose of this study is to investigate and analyze the pedagogy in distance education and web-based learning, with a focus on students’ participation and collaboration in interactive e-meeting system. The research questions are: • What is the impact and added value of interactive webinars at distance for students learning and development? • How can the students learning and development be supported and assessed in multimodal webinars? Methodologically have interviews with student teachers and their participation of the webinars in the e-meeting system, Adobe Connect, been investigated and analyzed. During the webinars gives the opportunity for students and teachers to communicate directly face to face through web-video and audio, as well to chat. Here they can have discussions about theoretical concepts, course literature and course assignments, but also give and receive peer feedback, collaborate with common notes and whiteboard, share screen and software with others, report project presentations and written papers. All webinars were recorded and made available online after the meeting in their web-based learning management system, It's learning, for repetition and further reflection and critical review. The point of departure for the choice of methodology is based on the concepts of computer self-efficacy, CSE (Bandura, 1997; 1982; 2002; Compeau & Higgins, 1995; Tams, 2011), in which the sense of self-efficacy, i.e. the belief in their own ability, impact, outputs to carry out distance education successfully. CSE can be concretized through three interrelated dimensions: magnitude, strength and generalizability. The student's perceptions of webinars and ability to participate and use of the meaning content of the communications during the e-meeting are identified and described. Another point of departure is based on the theories of computer supported collaborative learning, CSCL, in which our understanding of language, communication, culture and various aspects of the social context for students learning is central (e.g. Koschmann, 1996; Papastergiou, 2010; Stahl & Hesse, 2008). The result shows that there is an essential learning potential of webinars in relation to students self-efficacy, collaborative learning, participation and influence. However, there are challenges to develop further didactic strategies for multimodal webinars and prevent the preliminary technical dilemmas. References Bandura, Albert (2002). Growing primacy of human agency in adaption and change in the electronic era. European Psychologist 7(1), 2-16. Bandura, Albert (1997). Self-efficacy: the exercise of control. Basingstoke: W. H. Freeman. Bandura, Albert (1982). Self-efficacy Mechanisms in Human Agency. American Psychologist 37:122-147. Compeau, Deborah R. & Higgins, Christopher A. (1995). Computer self-efficacy: Development of measure and initial test. MIS Quarterly 19 (2), 189–211. Koschmann, Timothy (1996). Paradigm Shifts and Instructional Technology: An Introduction. Illinois: Southern Illinois University. Papastergiou, Marina (2010). Enhancing physical education and sport science students’ self-efficacy and attitudes regarding information and communication technologies through a computer literacy course. Computer & Education 54, 298–308. Stahl, Gerry & Hesse, Friedrich (2008). The many levels of CSCL. International Journal of Computer-Supported Collaborative Learning, 3(1). Tams, Stefan, Craig, Kevin, & Murphy, Richard (2011). Coping with Interruptions in Computer-Mediated Environment: the Role of Computer Self-Efficacy Retrieved 2012-03-10, from http://sais.aisnet.org/2011/TamsEtAl.pdf.

  • 29.
    Amhag, Lisbeth
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Utvecklingen av distansundervisning och pedagogik i datorstött lärande2013In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 18, no 1-2, p. 127-140Article, review/survey (Other academic)
    Abstract [sv]

    Redan när Internet blev tillgängligt i undervisningssyfte i mitten av 1990-talet lyfte Scardamalia och Bereiter (1994) fram möjligheterna med användandet av nätbaserade praktikgemenskaper (communities of practice) för att stödja studenters kunskapsutveckling. Idag, tjugo år senare har utvecklingen lett till att distansutbildning är den högskolesektor som växer snabbast, både nationellt och internationellt i jämföresle med andra högskoleutbildningar (ICDE, 2009; SCB, 2012; Universitetskanslerämbetet, 2013). Men vad vet vi om modern distansundervisning? Vad visar den pedagogiska forskningen om datorstött lärande?

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  • 30.
    Amhag, Lisbeth
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Virtual and Mobile Learning Activities in Higher Education2020Book (Refereed)
    Abstract [en]

    In my research and review of several peer reviewed articles in these book, show that higher education faces major challenges both pedagogically and technically (Amhag, 2011; 2012; 2013a; 2013b; 2016a; 2016b; 2017; 2020; Amhag, Hellstrom & Stigmar, 2019; Amhag & Jakobsson, 2009). In the articles provides several opportunities to design and teach for self-directed and motivated higher education with smart pedagogy in a resource-enriched virtual learning environment, VLE through technology-embedded blended prerequisite and activities across various dimensions, including the notion that students can learn self-directed at anywhere and anytime, and easily switch learning contexts to another or a variety of scenarios. These blended learning activities combines both in- and out-off the university and during practical training in the profession by using face-to-face, F2F classroom lessons, teacher-recorded flipped lesson videos and mobile online webinars F2F with chat communications that contribute to increase internationalization, globalization and digitization of higher education.

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  • 31.
    Amhag, Lisbeth
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Webinarier som mötesplats för lärande på distans2013In: Abstracts m.m. NORDYRK 2013, Nätverket NORDYRK , 2013Conference paper (Other academic)
    Abstract [sv]

    Syftet med denna pågående studie är att undersöka hur och på vilket sätt två grupper av stu-denter i yrkeslärarutbildningen 90 högskolepoäng upplever lärandet, individuellt som kollek-tivt, att mötas ansikte mot ansikte (F2F) i nätbaserade webinarier (WEB-baserade semI-NARier) och parallellt kunna kommunicera via chatten. Ena gruppen har inför webinarierna haft tillgång till ”flipped”-miniföreläsningar. Följande frågeställningar söker jag svar på: • Hur använder studenterna de synkrona webinarierna, ”flipped” miniföreläsningarna och chattkommunikationerna som en utökad resurs för lärande och utveckling? • Vilka möjligheter kan webinarier ge med fokus på studenters samarbetslärande och kommunikativa kunskapsutbyten? Datainsamlingen omfattar i grupp 1 av åtta webinarier (10,5 tim) under två 9hp-kurser vt-12 och ht-12. Efter kurserna har studien kompletterats av intervjuer med sex studenter (ca 25-30 min/intervju). I grupp 2 består datainsamlingen under en 9hp-kurs vt-13 av tre ”flipped”-miniföreläsningar (20-25 min/gång), fyra webinarier (4,5 tim) samt en kursvärdering (svarsal-ternativ 6-gradig skala: 1. stämmer inte alls – 6. stämmer precis och två öppna frågor). Inter-vjuer kommer att genomföras under september ht-13. Teoretiskt är denna studie baserad på sociokulturella teorier, där vår förståelse av språk, kommunikation, kultur/bildning och olika aspekter av det sociala/kollektiva samanhanget för studenters lärande och utveckling är centralt (Vygotsky, 1978; 1988; Wegerif, 2007; Wertsch, 1991; 1998; 2007) och åskådliggörs genom Wengers (1998, 2004, s. 5) fyra komponenter: mening, praktik, gemenskap och identitet, som ett sätt att tala om vårt lärande. Likaså används teorin om computer self-efficacy (CSE), som rör individers medie- och informationskunnighet (Bandura, 1979; 1982; 2002; Chang & Tung, 2008; Papastergiou, 2010; Player-Koro, 2012). Dvs. tro på egen förmåga, påverkan, output etc. att kunna delta i webinarierna och använda ”flipped”-miniföreläsningar samt chattkommunikationerna på ett lärorikt sätt. Tre inbördes dimensioner studeras: magnitud/omfattning, styrka och generaliserbarhet (Compeau & Hig-gins, 1995). Resultaten hittills från studie 1 av åtta webinarier, chattkommunikationer och sex intervjuer visar att webinarierna bidrar till utveckling av olika förmågor (mening), olika hand-lingsperspektiv (praktik), att uppleva deltagandet som en resurs (gemenskap) och att samtals-utbytet bidrar till lärande (identitet). Resultaten hittills från studie 2 utifrån kursvärderingen om tre ”flipped”-miniföreläsningar och tre webinarier visar att majoriteten av studenterna an-ser att det stämmer/stämmer precis att främst ”flipped”-miniföreläsningarna (87 %) och därefter webinarierna (73 %) har bidragit till deras lärande, i jämförelse med campusföreläs-ningarna vid kursstart (67 %).

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  • 32.
    Amhag, Lisbeth
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Hellström, Lisa
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Stigmar, Martin
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Teacher educators’ need continuing pedagogical support in digital teaching2018Conference paper (Other academic)
    Abstract [en]

    The aim of this study was to identify teacher educators' use of digital tools and needs of digital competence in higher education. The research questions were: a) How do teacher educators use digital tools and evaluate their competence to effectively practice ICT in teaching situations? b) What training do teacher educators need to make students functional online? The findings of the study are intended to help teacher educators to better meet the needs and challenges students encounter in their education and to influence and design online-based learning activities supported with different digital tools in higher education programs. Research shows that digital tools for pedagogical purposes is still poorly integrated in teacher education programs and there is a need for innovative solutions as an important part of teachers professional competence of using ICT for students learning (Tømte et al., 2015). Moreover, teacher educators have a fundamental role in training teachers for teaching and serve as role models for ICT-based teaching (Ungar & Baruch, 2016). According to Koehler et al. (2013) digital technologies, by contrast to traditional pedagogical technologies, are protean (i.e. usable in many different ways), unstable (rapidly changing) and opaque (the inner workings are hidden from users). The use of technology also needs to be developed professionally by tutoring and underlying educational pedagogy (Lakkala & Ilomäki, 2015) as well as to enhance understanding of the skills, dispositions, and knowledge for teaching-learning contexts where information and communication technologies are increasingly pivotal (Forbes & Khoo, 2015). The current study includes both quantitate and qualitative data from a digital survey with closed-ended questions, and open-ended questions from two faculties including teacher educaters at two different universities in Sweden. 105 respondents participated (26%). Two theoretical foundations are applied to analyse different aspects of the teachers’ use and need of ICT knowledge and competence: 1) The TPACK model and the interaction between the three knowledge domains: pedagogical knowledge, technical knowledge and content knowledge (Koehler, Mishra & Cain, 2013), and 2) three dimensions of Computer Self-Efficacy (CSE); magnitude, strength and generalizability (Compeau & Higgins, 1995). Results show that all teacher educators in our study use digital tools in planning and executing teaching. However, teacher educators do not use digital tools primarily for pedagogical purposes, and thus need extensive pedagogical support in creating digital teaching and learning environments, as well as to identify the pedagogical surplus value in their own teaching and learning context, in order to increase motivation for training of concrete, effective and subject-oriented successful examples presented by peers. The main conclusions that ought to be relevant and applicable for teacher educators worldwide are that; a) since the teacher educators do not use digital tools primarily for pedagogical purposes, extensive and continuing pedagogical support is needed in the field of creating digital teaching and learning environments; b) teacher educators need to identify the pedagogical surplus value in their own teaching and learning context with digital tools, in order to increase motivation for concrete, effective and subject-oriented successful examples presented by experienced teachers. References Compeau, D. R. & Higgins, C. A. (1995). Computer Self-Efficacy: Development of a Measure and Initial Test. MIS Quartely, Vol. 19, No. 2, pp. 189-211. Forbes, D. & Khoo, E. (2015). Voice over distance: a case of podcasting for learning in online teacher education. Distance Education, 36(3), 335-350. Koehler, M. J., Mishra, P. & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)? Journal of Education, 13-19. Lakkala, M., & Ilomäki, L. (2015). A case study of developing ICT-supported pedagogy through a collegial practice transfer process. Computers & Education, 90, 1-12. Tømte, C., Enochsson, A. B., Buskqvist, U. & Kårstein, A. (2015). Educating online student teachers to master professional digital competence: The TPACK-framework goes online. Computers & Education, 84, 26-35. Ungar, O. A. & Baruch, A. F. (2016). Perceptions of teacher educators regarding ICT implementation. Interdisciplinary Journal of e-Skills and Life Long Learning, 12, 279-296.

  • 33.
    Amhag, Lisbeth
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Hellström, Lisa
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Stigmar, Martin
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL). Malmö University, Faculty of Education and Society (LS), Centre for Teaching and Learning (CAKL).
    Teacher educators’ use and needs of digital competence to support students’ online learning2018Conference paper (Other academic)
    Abstract [en]

    The paper is based on a study at two universities in Sweden with the aim to identify and analyse teacher educators' expressed use and needs of digital competence in higher education. The research questions are: a) How do teacher educators use digital tools? b) How do teacher educators evaluate their competence to effectively use ICT? c) What training do teacher educators need to make students functional online? Methodically, a digital survey was distributed via e-mail to 405 teacher educators representing two faculties at the two different universities, 105 respondents answered (26%). The survey included 28 questions with both closed-ended questions (Likert six-point scale), as well as open-ended questions. Two theoretical foundations are applied to analyse different aspects of the teacher’s use and need of ICT knowledge and competence: 1) The TPACK model and the interaction between the three knowledge domains: Pedagogical knowledge (PK), Technical knowledge (TK) and Content knowledge (CK), and 2) three dimensions of Computer Self-Efficacy (CSE), magnitude, strength and generalizability. Results show that 92.3% of respondents use a laptop and 18.3% use interactive boards in their work. Further, respondents who report a low competence regarding digitalization of teaching (16.3%) report a significantly higher need of training (p<0.05) compared to respondents reporting a high competence (27.9%). Also, respondents who report a high competence regarding digitalization of teaching, report creating digital learning environments as something unproblematic to a significantly higher extent (p<0.001) compared to respondents reporting a low competence. 26.3% of the teacher educators (n=15) want trainings in content knowledge and 17.5% (n=10) in technical knowledge, as well as interactions between them. The findings show that all teacher educators use digital tools in planning and executing teaching. However, few teacher educators rate their ICT competence as high and want more training regrading subject didactic knowledge in the students teaching practice.

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  • 34.
    Amhag, Lisbeth
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Hellström, Lisa
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Stigmar, Martin
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL). Malmö University, Faculty of Education and Society (LS), Centre for Teaching and Learning (CAKL).
    Teacher Educators' Use of Digital Tools and Needs for Digital Competence in Higher Education2019In: Journal of Digital Learning in Teacher Education, ISSN 2153-2974, Vol. 35, no 4, p. 203-220Article in journal (Refereed)
    Abstract [en]

    Based on a study at two Swedish universities, this article aimed to identify teacher educators’ use of digital tools and subsequent need for digital competence in higher education. Methodically, a digital survey was distributed via e-mail to 405 teacher educators representing two faculties at the two universities; in total, 105 teacher educators responded. The survey included 16 questions, with closed- and open-ended varieties. Two theoreticalfoundations were used: the TPACK model and, as a complement, computer self-efficacy. Through analysis of self-reported use, competence, and need for professional training in digitalization in teaching, results show that teacher educators do not use digital tools primarily for pedagogical purposes. Thus, they need extensive pedagogical support in creating digital teaching. Further, teacher educators need to identify the pedagogical surplus value in their own teaching and learning context with digital tools to increase motivation for concrete, effective, and subject-oriented successful examples as presented by experienced teachers.

  • 35.
    Amhag, Lisbeth
    et al.
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS). Malmö högskola, School of Teacher Education (LUT), School Development and Leadership (SOL).
    Jakobsson, Anders
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS). Malmö högskola, School of Teacher Education (LUT), School Development and Leadership (SOL).
    Collaborative Learning as a Collective Competence when Students Use the Potential of Meaning in Asynchronous Dialogues2009In: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 52, no 3, p. 656-667Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to examine and to describe how student teachers engaged in courses in web-based learning environments over a period of 40 weeks develop a collective competence to collaborate. The collective competence of collaboration is defined as the level of learning ability a group of students express when using dialogues as a tool for their own and other’s learning in a web-based learning environment. The students’ contributions to the course assignments, the group responses and the collaborative discussions and dialogues were analysed and interpreted based on Bakhtin’s and Rommetveit’s theories on dialogic interactions and meaning potentials. The results describe three different levels at which students use dialogues as a tool for learning when they collaborate within the group.

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  • 36.
    Amhag, Lisbeth
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Kupferberg, Feiwel
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Förord: det pedagogiska fältet2015In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 20, no 1-2, p. 3-7Article in journal (Refereed)
    Abstract [sv]

    En viktig uppgift för tidskriften Pedagogisk Forskning i Sverige är att fungera som samlingsplats för att definiera och utveckla pedagogikämnet betraktat som vetenskaplig disciplin. Allt sedan Durkheim (1922/1965) – som ursprungligen själv var professor i pedagogik innan han bytte ämnesidentitet till sociologi och ifrågasatte om pedagogik kan sägas utgöra en självständig vetenskaplig disciplin – har frågan om pedagogikens vetenskapliga status förblivit omstridd och oavklarad. Det visar sig dock då vi jämför med andra vetenskapliga discipliner att dessa långt ifrån är så enhetliga som vi vanligen förknippar med en vetenskaplig disciplin.

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  • 37.
    Amhag, Lisbeth
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Kupferberg, Feiwel
    Malmö högskola, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Pedagogik som profession2017In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 22, no 1-2, p. 3-8Article in journal (Other academic)
    Abstract [sv]

    I ett tidigare nummer av Pedagogisk Forsknings i Sverige (vol 20, nr 3-4, 2005) om temat “Högre Utbildning och professionell verksamhet” pekar redaktörerna Sven Persson och Anders Olsson på en rad nya tendenser inom forskningen om professioner och professionalitet. Den viktigaste utmaningen är den personliga kunskapsaspekten. Även om det otvivelaktigt är så att professioner är makrosociologiska och därvid också kollektiva och strukturella fenomen – som existerar utanför och är oavhängiga den enskilde individen, både historiskt och nationellt – krävs en lång erfarenhet och oftast någon form av högre utbildning för att kunna inträda i rollen som professionell yrkesutövare.

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  • 38.
    Amhag, Lisbeth
    et al.
    Malmö högskola, School of Technology (TS). Malmö högskola, School of Teacher Education (LUT), School Development and Leadership (SOL).
    Nilsson, Bengt J
    Malmö högskola, School of Technology (TS). Malmö högskola, School of Teacher Education (LUT), School Development and Leadership (SOL).
    e-Läranderesurser i Sverige2010In: Från didaktik till e-didaktik, Malmö högskola, 2010, p. 397-410Chapter in book (Other academic)
    Abstract [en]

    We give a brief history of distance learning in Sweden. We then present the main electronically available resources that have been established in recent years for learning purposes. We divide the resources into two categories: Administrative resources. These include LMS-systems and other systems to administer applications, student result, course material, etc. We present studera.nu which is the Swedish application website for all university courses and programs, Ladok and Skola24, the student result databases for universities and schools, nationwide. Educational resources. These are mainly web-based systems containing material that can be used for education. We present LIBRIS Uppsök and SwePub, the two Swedish National Libary websites containing all theses and essays published at Swedish universities. We also look at the electronic library search system for Malmö University as an example of an online library system. Finally, we discuss internationally available resources such as Wikipedia, Google search and Google scholar as well as the educational aspects of social networking systems such as Facebook, Myspace and Classroom 2.0.

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  • 39. Isacsson, Annica
    et al.
    Amhag, Lisbeth
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Stigmar, Martin
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    The content, challenges and values that form Nordic Vocational teacher education2018In: Ammatitikasvatuksen aikakauskirja, ISSN 1456-7989, Vol. 20, no 2Article in journal (Refereed)
    Abstract [en]

    This article depicts four Nordic cases from the field of Vocational Teacher Education. The aim of the article is to compare statements, challenges and values that form vocational teacher programmes in the Nordic countries. Moreover, the aim of this article is to study common threads, contents, professional progress follow-up and learning examination practices in the Nordic vocational teacher programmes. In this article we describe one national example from each country. The examples come from Malmö University of Educational Sciences in Sweden, Metropolitan University College in Denmark, Olso Metropolitan University in Norway and Haaga-Helia School of Vocational Teacher Education in Finland. The article is a result of desk-analysis, interviews and collaborative writing. The findings indicate that the four countries and examples have a lot in common, but also differences e.g. related to strategies, values and practices. While an academic / scientific orientation have been chosen in Sweden, Norway and Denmark, competences form the basis for vocational teacher education in Finland. In conclusions we present an overview of the programmes and discuss the position of VET more generally in these countries and how it challenges vocational teacher education.

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