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Pernilla Josefsson Stefan Hrastinski Daniel Pargman Teresa C. Pargman 《Education and Information Technologies》2016,21(6):1583-1594
Research has shown that students perceive a distinct divide between educational and private use of social media. The present study explores this divide by focusing on master students’ perception of roles when using social media in a higher education context. A qualitative method has been used, mainly comprising of analyses of home exams and interviews, which were conducted with students enrolled in the master’s course “Social media technologies”. Results support previous research stating that students perceived a distinct divide between educational and private use of social media, and furthermore provide a more detailed understanding of this divide. The results from the study also indicate that there is yet another type of use: social media as a tool for career-building purposes, or what is labeled as professional use. Implications of social media for use in higher education are described through the analysis of three roles as performed by the individual: the student role in educational settings, the professional role for career-building, and the private role. 相似文献
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Viberg Olga Engström Linda Saqr Mohammed Hrastinski Stefan 《Education and Information Technologies》2022,27(6):8561-8581
Education and Information Technologies - In order to successfully implement learning analytics (LA), we need a better understanding of student expectations of such services. Yet, there is still a... 相似文献
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ABSTRACTMany studies have focused on professional development within schools, while this article focuses on ICT (information and communications technology) professional development across schools. The aim of this article is to explore how the encouragement of communities and networks might contribute to ICT professional development across schools in close physical proximity. The study is based on a two-year action research project and interviews with the participants of a lead teacher community across five schools. Although the lead teachers and school leaders played a central role, ICT professional development was dependent on a complex interplay of different types of communities and networks, both within, across and outside the schools. This study illustrates how ICT professional development occurred in both expected and unexpected ways and emphasises the need for professional development to take account of the complex needs of teachers, rather than being a ‘one size fits all’. 相似文献
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Social media hype has created a lot of speculation among educators on how these media can be used to support learning, but
there have been rather few studies so far. Our explorative interview study contributes by critically exploring how campus
students perceive using social media to support their studies and the perceived benefits and limitations compared with other
means. Although the vast majority of the respondents use social media frequently, a “digital dissonance” can be noted, because
few of them feel that they use such media to support their studies. The interviewees mainly put forth e-mail and instant messaging,
which are used among students to ask questions, coordinate group work and share files. Some of them mention using Wikipedia
and YouTube for retrieving content and Facebook to initiate contact with course peers. Students regard social media as one
of three key means of the educational experience, alongside face-to-face meetings and using the learning management systems,
and are mainly used for brief questions and answers, and to coordinate group work. In conclusion, we argue that teaching strategy
plays a key role in supporting students in moving from using social media to support coordination and information retrieval
to also using such media for collaborative learning, when appropriate. 相似文献
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Christina Keller Jörgen Lindh Stefan Hrastinski Ines Casanovas Gladys Fernandez 《Educational Media International》2013,50(1):67-80
This paper analyses and suggests possible technological innovation strategies in higher educational institutions in Africa. The paper describes management issues in the implementation of eLearning with particular reference to its usage in higher education abroad and in Africa, and also suggests appropriate approaches for technological innovation of higher education in Africa. The major findings of the paper, which are based on three case studies, suggest that eLearning needs to be implemented within a strategically developed framework based on a clear and unified vision and a central educational rationale. The findings further highlight the importance of using a combination of strategies – top–down, bottom–up and inside–out – during the diffusion process to attain coherence, collegiality and ownership. The process of technological transformation is not a smooth translation process but one of dislocations, dilemmas and uncertainties and it is an art to effect change and sustainable technological transformation since people are central to this transformation process. L'innovation technologique et les stratégies de management pour l'enseignement supérieur en Afrique: L'Harmonisation du réalisme et du l'idéalisme Cet article analyse et suggére des stratégies d'innovation dans des établissements d'enseignement supérieur en Afrique. Il décrit les problèmes de management qui pose l'introduction du e‐Learning avec une référence particulière pour son usage dans l'enseignement supérieur à l'étranger et en Afrique et suggére les approches appropriées pour l'innovation technologique dans l'enseignement supérieur en Afrique. Les résultats principaux exposés dans cet article qui sont fondés sur trois études de cas suggérent que le e‐Learning doit être introduit dans un cadre stratégique fondé sur une vision clariment unifiée et une rationalisation centrale de l'éducation. De plus ces résultats mettent en évidence l'importance de l'utilisation combinée de plusieurs stratégies : stratégies autant en bas, de bas en haut, d'intérieur et d'extérieur pendant le processus de diffusion afin d'aboutir à la cohérence, la collégialité et la possession. Le processus de transformation technologique n'est pas un processus de translation sans à compris mais un de dislocation, de dilemmes, d'incertitudes et c'est un art de procéder au changement et à une transformation technologique soutenue puisque les hommes sont au c?ur de ce processus de transformation. Technologische Innovations‐ und Umsetzungsstrategien für höhere Bildung in Afrika: Realität und Idealismus aufeinander abstimmen Dieser Beitrag analysiert technologische Innovationstrategien und stellt Vorschläge für deren Einführung in höhereren Bildungsinstitutionen in Afrika zur Diskussion. Das Papier beschreibt Managementangelegenheiten bei der Umsetzung von eLearning unter besonderer Berücksichtigung seiner Anwendung in der höheren Bildung im Ausland und in Afrika und schlägt auch entsprechende Ansätze für die technologische Innovation im Bereich der höheren Bildung in Afrika vor. Das wesentliche Ergebmiss dieser Arbeit, die auf drei Fallstudien beruht, ist, dass eLearning innerhalb eines strategisch entwickelten Rahmens, basierend auf einer klaren und einheitlichen Sichtweise und einer zentralen bildungslogischen Grundlage eingeführt werden muß. Die Befunde heben weiter die Wichtigkeit hervor, eine Kombination von Strategien zu verwenden: Top‐Down, Bottom‐Up und Inside‐Out Strategien während des Ausbreitungsprozesses, um Kohärenz, Kollegialität und Eigentumsrechte zu erlangen. Der Prozeß technologischer Transformation ist nicht etwa eine sanfte Überleitung, sondern von Verfremdung, Dilemmata und Unsicherheit begleitet. Es ist eine Kunst, Änderung und nachhaltige technologische Transformation zu bewirken, da ja die Menschen das zentrale Element dieses Transformation-sprozesses sind. 相似文献
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Stefan Hrastinski 《Interactive Learning Environments》2013,21(2):137-152
Achieving student participation it has been argued is one of the most important challenges in distance education. This explorative study examines whether a synchronous communication medium, instant messaging (IM), may enable students to participate more actively in online group work. When comparing two groups that adopted IM with two groups that did not it was found that the adopters had a higher sense of participation and spent more time working with the content and communicating with their peers. Moreover, the social networks of the adopters were slightly denser. Thus, the study indicates that the groups that adopted IM operated with a higher level of participation, although it should be noted that these results are based on a small group of students. All groups used e-mail for group interactions but the adopters also used IM as a complement to e-mail. The paper concludes by calling for more research to test the results of this study in other contexts. 相似文献
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Stefan Hrastinski Anneli Edman Fredrik Andersson Tanvir Kawnine Carol-Ann Soames 《Interactive Learning Environments》2013,21(1):84-96
The aim of this study is to describe and explore how instant messaging (IM) can be used to support informal math coaching. We have studied two projects where university students use IM to coach K-12 students in mathematics. The coaches were interviewed with a focus on how informal coaching works by examining coaching challenges, how coaching can be organized, whether coaching should be anonymous or personal, which tools can be used and how informal math coaching supports learning. Research shows that generating and answering questions are important in the process of understanding and learning, which means that both the students and the coaches can learn math through this type of project. The coaches perceive informal math coaching as complementing online math forums. For students to learn effectively, the coaches need to be able to interpret the students' competence level in order to coach on a level that is within their development zone. It seems particularly challenging to coach at the right level when using IM and, therefore, it is important to establish a personal relationship with the students. 相似文献
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Online education is continuing to gain popularity in educational institutions and organizations. Hitherto, most research has
occurred at aggregated levels, while few researchers have studied how and why individuals participate in online education.
It is essential to examine individual perceptions and relationships in order to understand how students behave in relation
to others. This paper investigates how students of higher education participate in online seminars and why they participate
in certain ways. An online class that attended asynchronous and synchronous online seminars was studied. Electronic logs were
used to examine how students participated and interviews were used to illustrate why they participated. It was revealed that
the participation of students varied between aspects such as exchanging information, managing tasks and providing social support
and the emphasis of these aspects were related to the tool they communicated through. A number of participation inhibitors
were identified and it was also suggested how these inhibitors can be addressed. 相似文献
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