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Bowen, T., Drysdale, M. T. .., Callaghan, S., Smith, S., Johansson, K., Smith, C., . . . Berg, T. (2023). Disparities in work-integrated learning experiences for students who present as women: an international study of biases, barriers, and challenges. Higher Education, Skills and Work-based Learning
Åpne denne publikasjonen i ny fane eller vindu >>Disparities in work-integrated learning experiences for students who present as women: an international study of biases, barriers, and challenges
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2023 (engelsk)Inngår i: Higher Education, Skills and Work-based Learning, ISSN 2042-3896, E-ISSN 2042-390XArtikkel i tidsskrift (Fagfellevurdert) Epub ahead of print
Abstract [en]

Purpose: This study identifies gendered disparities among women students participating in work-integrated learning and explores the effects of the disparities on their perceptions on perceived opportunities, competencies, sense of belonging, and professional identity. Design/methodology/approach: A series of semi-structured focus groups were run with 59 participants at six higher education institutions in four countries (Australia, Canada, Sweden, United Kingdom). All focus groups were designed with the same questions and formatting. Findings: Thematic analysis of the transcripts revealed two overarching themes, namely perceptions of self and interactions with others in work placements. Theme categories included awareness of self-presentation, sense of autonomy, perceived Allies, emotional labour, barriers to opportunity, sense of belonging, intersections of identity, and validation value. Originality/value: This study fills an important gap in the international literature about gendered experiences in WIL and highlights inequalities that women experience while on work placements.  

sted, utgiver, år, opplag, sider
Emerald Group Publishing Limited, 2023
Emneord
s Gender bias, Gendered competencies, Professional identity, Sense of belonging, Self-efficacy, Sense of self, Work-integrated learning, Women, International study
HSV kategori
Forskningsprogram
Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-21178 (URN)10.1108/HESWBL-05-2023-0115 (DOI)001070851400001 ()2-s2.0-85169558667 (Scopus ID)
Merknad

CC BY 4.0

Tilgjengelig fra: 2024-01-19 Laget: 2024-01-19 Sist oppdatert: 2024-01-19bibliografisk kontrollert
Lundh Snis, U., Vallo Hult, H., Smidt, H., Linder, J., Carlén, U., Johansson, K., . . . Tano, I. (2023). Enhancing Work-Integrated Learning (Wil) through Strategic Stakeholder Collaboration. In: Luis Gómez Chova, Chelo González Martínez and Joanna Lees (Ed.), ICERI 2023 Proceedings: 6th annual International Conference of Education, Research and Innovation, Seville, Spain. 13-15 November, 2023. Paper presented at 16th annual International Conference of Education, Research and Innovation, 13-15 November, 2023, Seville, Spain (pp. 1298-1302). The International Academy of Technology, Education and Development
Åpne denne publikasjonen i ny fane eller vindu >>Enhancing Work-Integrated Learning (Wil) through Strategic Stakeholder Collaboration
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2023 (engelsk)Inngår i: ICERI 2023 Proceedings: 6th annual International Conference of Education, Research and Innovation, Seville, Spain. 13-15 November, 2023 / [ed] Luis Gómez Chova, Chelo González Martínez and Joanna Lees, The International Academy of Technology, Education and Development, 2023, s. 1298-1302Konferansepaper, Publicerat paper (Annet vitenskapelig)
Abstract [en]

For graduates to be able to compete in the global world, study programmes must include knowledge, competences and skills that ensures that students with a higher education degree are ready for both a complex working life and continuous competence development. This demands competencies beyond traditional theoretical knowledge, such as preparing for uncertainty and unknown outcomes. Therefore, it is essential to engage students in learning to learn, i.e., lifelong learning so that the tools and methods for learning in higher education can also be developed through future work.

At University West (UW) in Sweden, this means that programmes are developed in collaboration with societal partners to provide a relevant and attractive educational offer. The University West uses the concept of work-integrated learning (WIL) to embrace a sustained/systematic collaboration with strategic partners outside academia. We consider that knowledge is created in the encounter between academia and our strategic partners, through the integration of knowledge, skills and competences acquired both within academia and work life.

To achieve a strategic and qualitative development of work-integrated learning (WIL), the Board of University West in 2018 decided to WIL-certify all educational programs including a sustainability perspective and enhance this process by engaging in strategic partnerships with stakeholders from civic society to international companies. The process is a development of existing and future programmes and their pedagogical approach. The WIL certification process has developed into a renewal of the pedagogical approach through a development process based on a lively exchange of experiences from study programme representatives from political science to nursing; and discussions with our strategic partners that benefits both students, staff as well as the strategic partners through competence development and lifelong learning.

The purpose of this paper is to describe the lessons learned so far and present a conceptual quality framework for WIL in higher education with a clear connection to sustainable development. Based on the experiences from the development of the institutional WIL project and a Swedish Innovation agency (VINNOVA) research project we aim for a better understanding and insights into how theoretical and practical knowledge can enhance learning both within academia and within strategic partners. Data collection activities include workshops and focus groups with selected participants from the target groups at the university (managers/prefects and teachers) as well as at the collaborative partner organization (managers and supervisors/mentors). Initial findings suggest that the meeting between academia, working life and the surrounding society can ensure that insights, solutions and mutual development are created to meet the challenges society faces. The paper will discuss the methodology of creating work-integrated learning environments that include well-functioning communication and a community of practice (Wenger, 1998) connecting learners, teachers, and other staff with local, regional and national stakeholders.

sted, utgiver, år, opplag, sider
The International Academy of Technology, Education and Development, 2023
Serie
ICERI Proceedings, E-ISSN 2340-1095
Emneord
Work-integrated learning (WIL), strategic partnerships, pedagogical design, competence development and lifelong learning
HSV kategori
Forskningsprogram
Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-21057 (URN)10.21125/iceri.2023.0427 (DOI)978-84-09-55942-8 (ISBN)
Konferanse
16th annual International Conference of Education, Research and Innovation, 13-15 November, 2023, Seville, Spain
Forskningsfinansiär
Vinnova
Tilgjengelig fra: 2023-12-13 Laget: 2023-12-13 Sist oppdatert: 2024-01-12bibliografisk kontrollert
Drysdale, M., Johansson, K., Callaghan, S., Folger, M. & Mahr, A. (2022). Belongingness, peer support, social connections, and well-being of WIL students in Canada, Germany, and Sweden. In: International Conference on Work Integrated Learning: Abstract Book. Paper presented at WIL'22 International Conference on Work Integrated Learning, 7-9 December 2022, University West, Trollhättan, Sweden (pp. 30-31). Trollhättan: University West
Åpne denne publikasjonen i ny fane eller vindu >>Belongingness, peer support, social connections, and well-being of WIL students in Canada, Germany, and Sweden
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2022 (engelsk)Inngår i: International Conference on Work Integrated Learning: Abstract Book, Trollhättan: University West , 2022, s. 30-31Konferansepaper, Oral presentation with published abstract (Annet vitenskapelig)
Abstract [en]

Introduction

WIL in the context of higher education is a model of experiential education as per Kolb’s theory (Kolb, 1984; Kolb & Kolb, 2012) - which intentionally integrates students’ theoretical academic studies within a workplace or practical environment The purposeful integration of theory with practice supports learning, with the workplace serving as the mechanism for the enhanced learning, and while students are the primary focus of WIL, the essential philosophy is an educational partnership between universities, employers, and communities with the aim of providing students with an enriched learning experience (Blom, 2013; Johnston, 2017).

Students who participate in a work-integrated learning (WIL) program during their higher education studies are often better prepared for work after graduation compared to students who do not receive discipline specific practical experience (Mandal & Edwards, 2021; Smith et al., 2019; Weldon & Ngo, 2019). But does this better preparedness come with a price? Do these students - who often spend months away from their campus community – have adequate access to important support networks and/or do they struggle with their well-being? Research has shown that overall well-being, social and peer support, social connections, and establishing a strong sense of belonging are believed to be important in a successful school-to-work transition and achieving a strong career identity (Conely et al., 2014; Huegaerts et al., 2020; Ruschoff et al., 2018). Students who participate in WIL – however have less access to their peers and the university community due to being away for work terms (McBeath et al., 2018). It is unknown whether this influences their overall well-being and subsequent transition to full-time work after graduation. As such, they deserve attention in the research on participation in WIL programs and the subsequent transition to the labour market.

Goal and Research Questions

This study furthers our understanding of how support systems and sense of belonging impact student mental health and well-being during work-terms. The results can inform the design of a support intervention aimed at improving and maintaining health and well-being outcomes for WIL students. Results also contribute to the literature regarding WIL, sense of belonging, peer support, social connections, well-being, and preparedness for school-to-work transitions.

The study involved developing and administering a quantitative measure to examine aspects of, and the importance of, peer support and sense of belonging on improved mental health and well-being for WIL students. We also examined the role that social media and social connections played in this relationship. More specifically, we addressed the following research questions:

1. What perceptions do WIL students have about sense of belonging and peer support?

2. What demographic factors impact sense of belonging and peer support?

3. How does WIL influence peer support and sense of belonging?

4. How are peer support and sense of belonging related to mental health, and other psychological and health related outcomes in our WIL students?5. What role does social media and in particular virtual social connections play in sense of belonging, peer support, and well-being?6. What is the relationship between sense of belonging, peer support, social connections, mental health, and preparedness for school-to-work transitions? 

Methods

Data was collected from three institutions of higher education, namely University of Waterloo in Ca nada, University West in Sweden, and Baden-Heidenheim Cooperative State University (DHBW) in Germany. Ethical clearance was secured at all three institutions prior to data collection. Participants (WIL students) completed an online survey addressing sense of belonging, social and peer support, school-to-work self-efficacy, social media use, and well-being during their WIL placements. In addition to demographic variables (sex, age, year of study, and number of WIL placements) and constructed items measuring school-to-work efficacy and social media use for support and belonging, the survey also contained the following published scales:

  • Sense of Belonging Instrument (SOBI: Hagerty & Patusky, 1995)
  •  Psychological Sense of School Membership (PSSM: Goodenow, 1993)
  •  Interpersonal Support Evaluation List (ISEL -shortened version: Cohen et al., 1985)
  • Self-Description Questionnaire III (SDQ-III: Marsh & O’Neill, 1984)
  • Satisfaction with Life Scale (SWLS: Diener et al., 1985)
  •  Well-Being Manifestation Measure Scale (WBMMS: Massé et al., 1998) 

Consent to participate was indicated by the participant’s voluntary completion of the online survey. The survey took approximately 15 to 20 minutes to complete. After correcting for missing data, the final data set had a sample size of 480 (University of Waterloo, n=190; University West, n=112, DHBW, n=178).

Data Analysis

Descriptive analyses provided frequencies, percentages, means, and standard deviations for the demographic variables. A series of t-tests were run to determine significant differences on the dependent variables as a function of country and demographics. A series of ANOVAs followed by Tukeys’ HSD post hoc analysis, were run to determine significant main effects. Levene’s test was performed for the demographic independent variables and the assumption of homogeneity of variance was satisfied. Finally, correlational analysis was run to examine significant relationships between the dependent variables – Sense of Belonging, Peer Support, school-to-work efficacy, Mental Health, and Well-Being. Incomplete scales (i.e., missing data) were eliminated from the analysis.

Results

Results indicated that WIL students from the three institutions reported only moderate levels of sense of belonging, however they perceived high levels of support from their peers. Higher levels of sense of belonging to the university community and access to high quality peer support was strongly related to better overall mental health and well-being. Interestingly, while WIL students perceived social media and virtual social connections during work terms as playing an important role in supporting their sense of belonging to peers and the university community, they preferred face to face social interactions for promoting their well-being. Additional results and implications will be provided in the presentation.

sted, utgiver, år, opplag, sider
Trollhättan: University West, 2022
Emneord
Well-being, health, WIL, work-integrated learning, sense of belonging, peer support, social connections
HSV kategori
Forskningsprogram
Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-19542 (URN)9789189325302 (ISBN)
Konferanse
WIL'22 International Conference on Work Integrated Learning, 7-9 December 2022, University West, Trollhättan, Sweden
Merknad

The general theme of the conference is: “WIL in the service of society”

Tilgjengelig fra: 2023-01-10 Laget: 2023-01-10 Sist oppdatert: 2023-01-31bibliografisk kontrollert
Lundh Snis, U., Vallo Hult, H., Smidt, H., Carlén, U., Johansson, K., Fredriksson-Larsson, U., . . . Linder, J. (2022). Enhancing Quality through Work Integrated Learning and Collaboration Partnership. In: International Conference on Work Integrated Learning: Abstract Book. Paper presented at WIL'22 International Conference on Work Integrated Learning, 7-9 December 2022, University West, Trollhättan, Sweden (pp. 90-91). Trollhättan: University West
Åpne denne publikasjonen i ny fane eller vindu >>Enhancing Quality through Work Integrated Learning and Collaboration Partnership
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2022 (engelsk)Inngår i: International Conference on Work Integrated Learning: Abstract Book, Trollhättan: University West , 2022, s. 90-91Konferansepaper, Oral presentation with published abstract (Annet vitenskapelig)
Abstract [en]

For Sweden to be able to compete in the global economy, our students with a degree from higher education must be ready for a career in working life. Today's work life is facing a major ongoing transformation, characterized by increased complexity, higher specialization, and digitalization. This demands competencies beyond traditional theoretical knowledge, such as preparing for uncertainty and unknown outcomes (Barnett, 2000; Vallo Hult & Byström, 2021). Therefore, it is essential to engage students in learning to learn, i.e., lifelong learning so that the tools and methods for learning in higher education can also be developed through future work (Billett, 2014; Islind, Norström, Vallo Hult, & Ramadani Olsson, 2021). For University West, this means that our education programs must be developed in collaboration with industry partners from the surrounding society to provide arelevant and attractive education, which corresponds to the labour market's long-term competence needs. We want our students to develop abilities and skills that enable them to be part of and drive sustainable societal development in practice.

Work Integrated Learning (WIL) is University West's overarching profile, based on the concept of advanced knowledge – characterized by complex problem solving – and the mutual acknowledgment of advanced knowledge within the academy and among its partners. What characterizes WIL at University West is that we have developed and refined a combination of different approaches over a long period, including research -based WIL, through fundamental learning concepts such as socio- cultural, critical and action-oriented learning theories. These influences have shaped WIL at University West into a dynamic and academic area of knowledge and subject. 

In order to achieve a strategic and qualitative development of work-integrated learning, the University West Board decided to WIL-certify all educational programs with a clear sustainability perspective. The quality processis called the WIL certification process. It has now been developed at the university fortwo years.Experience andrefinements are ready to mature into an overall quality framework worth conceptualizing and disseminating to more universities that systematically want to develop WIL as an explicit quality dimension in higher educa tion. The project is still ongoing but have generated some preliminary findings and outcomes from the initial phase. Data collection activities include workshops and focus groups with selected participants from the target groups at the university (managers/prefects and teachers) as well as at the collaborative partner organization (managers and supervisors/mentors). The focus of the workshops was placed on capturing the participants understanding and perspectives on WIL as a concept, and to map the conditions for and experiences of conducting WIL in teaching and learning at work. We aim for identifying good (or less good) examples of WIL, what they are, how they are understood and why they are (or are not) important.

The purpose of this paper is to describe the lessons learned so far and present a conceptual quality framework for WIL in higher education with a clear connection to sustainable development. The quality framework may function as a mediating “support object” between higher education institutions, industry partners, and actors in the surrounding society to promote WIL concepts and experiences in collaboration strategies.

sted, utgiver, år, opplag, sider
Trollhättan: University West, 2022
Emneord
Work-integrated learning (WIL), higher education, collaboration, quality framework
HSV kategori
Forskningsprogram
Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-19568 (URN)9789189325302 (ISBN)
Konferanse
WIL'22 International Conference on Work Integrated Learning, 7-9 December 2022, University West, Trollhättan, Sweden
Merknad

The general theme of the conference is: “WIL in the service of society”

Tilgjengelig fra: 2023-01-11 Laget: 2023-01-11 Sist oppdatert: 2024-02-15bibliografisk kontrollert
Bowen, T., Drysdale, M., Callaghan, S. & Johansson, K. (2022). Gender Rhetorics and WIL. In: : . Paper presented at LINA Week 40, 3-7 OCTOBER, 2022, University West, Sweden. Trollhättan: University West
Åpne denne publikasjonen i ny fane eller vindu >>Gender Rhetorics and WIL
2022 (engelsk)Konferansepaper, Oral presentation only (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
Trollhättan: University West, 2022
Emneord
work integrated learning, gender
HSV kategori
Forskningsprogram
Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-19934 (URN)
Konferanse
LINA Week 40, 3-7 OCTOBER, 2022, University West, Sweden
Tilgjengelig fra: 2023-05-08 Laget: 2023-05-08 Sist oppdatert: 2023-06-28bibliografisk kontrollert
Lundh Snis, U., Smidt, H., Fredriksson-Larsson, U., Tano, I., Påsse, M., Carlén, U., . . . Johansson, K. (2022). Kvalitetsramverk för arbetsintegrerat lärande i högre utbildning (KAILU-project). In: : . Paper presented at LINA WEEK 40, 3-7 OCTOBER, 2022, University West, Sweden.
Åpne denne publikasjonen i ny fane eller vindu >>Kvalitetsramverk för arbetsintegrerat lärande i högre utbildning (KAILU-project)
Vise andre…
2022 (svensk)Konferansepaper, Oral presentation only (Annet vitenskapelig)
HSV kategori
Forskningsprogram
Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-19951 (URN)
Konferanse
LINA WEEK 40, 3-7 OCTOBER, 2022, University West, Sweden
Tilgjengelig fra: 2023-05-10 Laget: 2023-05-10 Sist oppdatert: 2023-12-19bibliografisk kontrollert
Schüler, M., Vega Matuszczyk, J., Johansson, K. & Yohan, R. (2021). The Swedish pandemic landscape on twitter: An exploratory study using statistical methods. In: Alberts, David (Ed.), 26th International Command and Control Research and Technology Symposium (ICCRTS): Artificial Intelligence, Automation and Autonomy: C2 Implications, Opportunities and Challenges. Paper presented at 26th International Command and Control Research and Technology Symposium (ICCRTS) (pp. 1-7). Washington, Topic 2, Article ID 10.
Åpne denne publikasjonen i ny fane eller vindu >>The Swedish pandemic landscape on twitter: An exploratory study using statistical methods
2021 (engelsk)Inngår i: 26th International Command and Control Research and Technology Symposium (ICCRTS): Artificial Intelligence, Automation and Autonomy: C2 Implications, Opportunities and Challenges / [ed] Alberts, David, Washington, 2021, Vol. Topic 2, s. 1-7, artikkel-id 10Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

During the Covid-19 pandemic social media have become an important tool for spreading information from government agencies regarding restrictions. Government accounts and public health care organizations have used different social media platforms such as Twitter to communicate with the Swedish public. The Swedish public have interacted with the information, arguing for a stricter or a more relaxed approach to Covid-19 recommendations. This social network analysis aims at exploring statistical methods to investigate patterns made by twitter accounts commenting the Swedish Armed Forces field hospital activities and the national Covid-19 strategy during the Covid-19 pandemic. Data was collected using the twitter platform and the Ncapture add-on with Google Chrome. The interactions stored in the tweets and replies section (TRS) from 227 twitter accounts were collected and coded with the NVivo auto code function. Twitter usernames that occurred in less than 35 % of the 227 TRS were deleted. The 227 extracted TRS were treated as scale items and occurring twitter-names which interacted with the TRS as respondents n=761. Analysis of the factor structure with PCA and CFA indicated four factors: 1) Military policy, 2) Right wing politics, 3) Law enforcement, 4) Politics and strategy. Structural Equation Modelling revealed interrelationships between the factors. Thus, Military policy, Law enforcement and Politics and strategy had a direct effect on Right wing politics. Politics and strategy had a direct effect on Military policy and Law enforcement. This study revealed that PCA, CFA and SEM have the potential to discover the core of a thought collective. Despite the obvious dangers with misinformation and political extremism on social media, policymakers need to tackle misinformation and disinformation, protecting electoral processes and facilitating public discussion, built on the three fundamental democratic principles of equality, representation and participation.

sted, utgiver, år, opplag, sider
Washington: , 2021
Serie
International Command and Control Research and Technology Symposium (ICCRTS) proceedings, ISSN 2577-1604
Emneord
Social media, Covid-19, pandemic
HSV kategori
Forskningsprogram
Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-17429 (URN)
Konferanse
26th International Command and Control Research and Technology Symposium (ICCRTS)
Forskningsfinansiär
Swedish Armed Forces
Merknad

ISBN 9780999724616

Tilgjengelig fra: 2021-10-10 Laget: 2021-10-10 Sist oppdatert: 2021-11-03bibliografisk kontrollert
Vega Matuszczyk, J., Johansson, K. & Schüler, M. (2020). The student learning context during a pandemic. In: Kristina Johansson (Ed.), VILÄR: 3–4 December 2020 University West,Trollhättan. Abstracts. Paper presented at VILÄR. 3–4 December 2020 University West,Trollhättan (pp. 28-30). Trollhättan: Högskolan Väst
Åpne denne publikasjonen i ny fane eller vindu >>The student learning context during a pandemic
2020 (engelsk)Inngår i: VILÄR: 3–4 December 2020 University West,Trollhättan. Abstracts / [ed] Kristina Johansson, Trollhättan: Högskolan Väst , 2020, s. 28-30Konferansepaper, Oral presentation with published abstract (Annet vitenskapelig)
Abstract [en]

In the midst of a semester the COVID-19 pandemic forced many universities to abruptly reorganize courses from being taught on campus to completely being imparted online. Therefore, the present study seeks to explore how students perceived the impact of COVID-19 on psychological well-being, stress, and satisfaction with their studies in a Swedish university. Participants were 560 university students in West Sweden attending courses during the spring semester of 2020.

The study is part of a larger study involving eight different countries, including Sweden, with the objective to examine the impact of COVID-19 on university student’s well-being. Although this abstract only cover a small part of the collected data, the Swedish participants. The same questionnaire was sent to all fellow countries. In June 2020, 14571 students at a Swedish university received an e-mail including information about the study, an invitation to participate, and a link to the questionnaire. In total, 560 students chose to take part in the study. They were women (318) and men (242), mean age 29. 24 years (18-78) attending courses at undergraduate - (87.60%) and graduate levels. Most participants studied fulltime (87.60%), resided at home(71.60%) and stated they were following Governments recommendations about protection from COVID-19 (79.33%). The questionnaire was written in English, was administered with Qualtrics XM software, and took approximately 20 minutes to complete. The questionnaire included measures of Concerns about COVID-19, Perceived Stress, Well-being, Satisfaction with university information, University Support for Online Learning, having Sufficient Technical Requirements, Social Identification, and Satisfaction with studies. Cronbach’s alfa for the different scales ranged from .70 to .93. Spearman correlation analysis showed that satisfaction with studies was significantly related to all other measures. High concerns about Corona (-.096), low University support for Online Learning (-.638), low Satisfaction with University Information (-.549), low Social Identification (-.469), low Well-Being (-.494), High Stress (-.349), and insufficient Technical Preconditions (-.275) affected satisfaction with studies negatively. Mean comparisons with t-test showed significant differences between males and females. Males reported higher satisfaction with studies but significantly lower well-being, less satisfaction with university support for online learning and university information. The differences between males and females, although statistically significant, mean differences were small to moderate (.023-.044).It is concluded that University contributions to the change from campus- to online studies are significant factors affecting student’s well-being and satisfaction with studies. Furthermore, the role of Social Identification in students Well-being and Satisfaction with studies should be further investigated. The planes for the future is to write a comparative study in the European project.

sted, utgiver, år, opplag, sider
Trollhättan: Högskolan Väst, 2020
Emneord
Student learning, pandemic
HSV kategori
Forskningsprogram
Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-16235 (URN)978-91-88847-86-7 (ISBN)
Konferanse
VILÄR. 3–4 December 2020 University West,Trollhättan
Tilgjengelig fra: 2021-01-20 Laget: 2021-01-20 Sist oppdatert: 2021-01-20bibliografisk kontrollert
Johansson, K. (Ed.). (2020). VILÄR: 3–4 December 2020 University West,Trollhättan. Abstracts. Paper presented at VILÄR 3–4 December 2020 University West,Trollhättan. Trollhättan: University West
Åpne denne publikasjonen i ny fane eller vindu >>VILÄR: 3–4 December 2020 University West,Trollhättan. Abstracts
2020 (engelsk)Konferanseproceedings (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
Trollhättan: University West, 2020. s. 32
Emneord
Work-integrated learning, collaborative learning
HSV kategori
Forskningsprogram
Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-16189 (URN)978-91-88847-86-7 (ISBN)
Konferanse
VILÄR 3–4 December 2020 University West,Trollhättan
Tilgjengelig fra: 2021-01-14 Laget: 2021-01-14 Sist oppdatert: 2021-01-14
Spante, M., Johansson, K. & Jaldemark, J. (2019). MakerSpaces in schools: networked learning among teachers to support curriculum-driven pupil learning in programming. In: Allison Littlejohn, Jimmy Jaldemark, Emmy Vrieling-Teunter, and Femke Nijland (Ed.), Networked Professional Learning: Emerging and Equitable Discourses for Professional Development (pp. 223-237). Cham: Springer
Åpne denne publikasjonen i ny fane eller vindu >>MakerSpaces in schools: networked learning among teachers to support curriculum-driven pupil learning in programming
2019 (engelsk)Inngår i: Networked Professional Learning: Emerging and Equitable Discourses for Professional Development / [ed] Allison Littlejohn, Jimmy Jaldemark, Emmy Vrieling-Teunter, and Femke Nijland, Cham: Springer, 2019, s. 223-237Kapittel i bok, del av antologi (Annet vitenskapelig)
Abstract [en]

In recent years, many countries have introduced programming as contentin their national educational strategies. This study focussed on how teachers from various K-6 schools met regularly in learning groups to discuss their experiences integrating programming in MakerSpace settings, places equipped with various materials that can be used to construct things to enhance creativity and cross disciplinary collaboration. The project focussed on studying the activities in an established network in a Swedish municipality (i.e. how teachers experienced the value of network meetings and how they incorporated lessons learned from other participants in the teacher learning group [TLG]). The study addressed the following research question: What are the learning experiences of teachers in K-6 schools that participate in a top-down networked professional development project that focusses on integrating computer programming into the curriculum? A narrative written method was applied to collect data from seven teachers in the network. The results indicated that teachers found it useful to participate in a top-down networked professional development project. They experienced that participating in the TLG helped them develop their professional attitudes, knowledge and practices.

sted, utgiver, år, opplag, sider
Cham: Springer, 2019
Serie
Research in Networked Learning, E-ISSN 2570-4532
Emneord
MakerSpace Networked professional development, Networked learning, Teacher learning groups, TLG
HSV kategori
Forskningsprogram
SAMHÄLLSVETENSKAP, Informatik; Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-14348 (URN)10.1007/978-3-030-18030-0 (DOI)978-3-030-18029-4 (ISBN)978-3-030-18030-0 (ISBN)
Tilgjengelig fra: 2019-09-04 Laget: 2019-09-04 Sist oppdatert: 2019-12-11bibliografisk kontrollert
Organisasjoner
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0002-5259-0538