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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
Open this publication in new window or tab >>MakerSpaces in schools: networked learning among teachers to support curriculum-driven pupil learning in programming
2019 (English)In: Networked Professional Learning: Emerging and Equitable Discourses for Professional Development / [ed] Allison Littlejohn, Jimmy Jaldemark, Emmy Vrieling-Teunter, and Femke Nijland, Cham: Springer, 2019, p. 223-237Chapter in book (Other academic)
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.

Place, publisher, year, edition, pages
Cham: Springer, 2019
Keywords
MakerSpace Networked professional development, Networked learning, Teacher learning groups, TLG
National Category
Information Systems, Social aspects
Research subject
SOCIAL SCIENCE, Informatics
Identifiers
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)
Available from: 2019-09-04 Created: 2019-09-04 Last updated: 2019-09-09Bibliographically approved
Björck, V. & Johansson, K. (2018). Problematising the theory€-practice terminology: a discourse analysis of students'€™ statements on Work-integrated Learning. Journal of Further and Higher Education
Open this publication in new window or tab >>Problematising the theory€-practice terminology: a discourse analysis of students'€™ statements on Work-integrated Learning
2018 (English)In: Journal of Further and Higher Education, ISSN 0309-877X, E-ISSN 0013-1326Article in journal (Refereed) Epub ahead of print
Abstract [en]

This study uses a Foucault-inspired discourse analysis to examine two ideas about learning which reinforce the terminology whereby theory means campus-based training and practice means work placements. The purpose is to problematise this theory–practice terminology and provide scope for a non-dualistic alternative. The ideas examined are the idea of theory vs. practice as the point of departure for learning and the idea of theory and practice as harmonious points of departure for learning. These ideas were voiced by interviewed students who discussed the usual design of Work-integrated Learning (WIL) whereby students go to university to learn ‘theory’ and into working life to learn ‘practice’. The analysis shows how the ideas are formed by different ranking orders between theory and practice which are mutually exclusive, while also working together to reinforce the theory–practice terminology. The discussion on how a non-dualistic terminology can emerge highlights how the usual WIL design forms a dualistic setting where the theory–practice terminology thrives and how designing WIL at a third place between university and working life can provide scope for the terminology we seek.

Keywords
Learning, workplace learning
National Category
Pedagogy
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-12980 (URN)10.1080/0309877X.2018.1483016 (DOI)2-s2.0-85050547824 (Scopus ID)
Available from: 2018-10-26 Created: 2018-10-26 Last updated: 2019-05-28Bibliographically approved
Sandström, K., Sjögren, K. & Johansson, K. (2018). Students Sense of belonging and social media. In: Kristina Johansson (Ed.), VILÄR Abstraktbok: . Paper presented at VILÄR, 6-7 december 2018, Mölndal, Sverige (pp. 8-8). Trollhättan: Högskolan Väst
Open this publication in new window or tab >>Students Sense of belonging and social media
2018 (English)In: VILÄR Abstraktbok / [ed] Kristina Johansson, Trollhättan: Högskolan Väst , 2018, p. 8-8Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

Students who participate in a work-integrated learning (WIL) program - such as Cooperative Education during their university studies are often better prepared for the labour market compared to students who do not receive discipline specific practical experience. But does this better preparedness come with a price? Students who participate in WIL programs compared to non-WIL students often have less access to social support networks and the university community due to their alternating academic and work terms.There is reason to believe that the construct of belonging may have especially important implications among university students. There has been growing attention in recent years to mental illness amongst post-secondary students, particularly during their first few years of university study (Conley, Kirsch, Dickson, & Bryant,2014; Storrie, Ahern, & Tuckett, 2010). Research suggests that a sense of school belonging among university students may help buffer the stress associated with the transition to university (Brunwasser, 2012). Pittman and Richmond (2008), for example, found that students who experienced a positive change in their sense of university belonging throughout their first year tended to experience a drop in levels of anxiety and depression related internalizing behavioural problems. A study by Friedlander, Reid, Shupak, and Cribbie (2007), found that when compared to parental social support, higher levels of perceived social support from friends better predicted a healthy social, emotional, and overall adjustment to university among first-year university students. While evidence points to a relation between peer support and sense of belonging and university students' academic and psychological outcomes, such measures do not account for the impact of Social Media (SM) use. This study aims to understand and describe students perception on the role social media play in sense of belonging and peer support and what the relationship(s) arebetween sense of belonging, peer support, social media and well-being. Is really work integrated learning models a way of supporting the transition between H.E and W.L or are we creating other barriers that's needs to be overcome? This study comprise of a questionnaire and focus groups interviews. 164 individuals completed a 30-45 minutes long questionnaire in English, in the end of the questionnaire the students could choose to say yes to participate in a focus group, and it resulted in five focus groups including 15 students representing all four faculties. Preliminary results indicate that the students emphasize the importance of peer-support during both their academic studies and work periods. The Students seem to find solutions trying to achieve this through SM, it becomes a natural tool and creates a platform for students to connect and support each other virtually. In the presentation we will illustrate more results.

Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst, 2018
Keywords
Sense of belonging, well-being, transition HE-WL, Peer-support, Social Media
National Category
Learning
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-13446 (URN)978-91-87531-46-0 (ISBN)978-91-87531-47-7 (ISBN)
Conference
VILÄR, 6-7 december 2018, Mölndal, Sverige
Available from: 2019-01-22 Created: 2019-01-22 Last updated: 2019-01-23Bibliographically approved
Hoskyn, K., Zegwaard, K. E., Ferns, S., Kay, J., Johansson, K. & Mcrae, N. (2018). The professional development needs of the New Zealand work-integrated learning community in comparison to international perceptions. In: K. E. Zegwaard & K. Hoskyn (Eds.) (Ed.), Proceedings of the 21st New Zealand Association for Cooperative Education Conference: . Paper presented at International Conference 2018 Fruit of the Vine: Change, Challenge and Opportunity for Learning 16th – 18th of April, 2018, Onetangi, Waiheke Island, New Zealand (pp. 17-21). Aukland, New Zealand: New Zealand Association for Cooperative Education, 21(29)
Open this publication in new window or tab >>The professional development needs of the New Zealand work-integrated learning community in comparison to international perceptions
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2018 (English)In: Proceedings of the 21st New Zealand Association for Cooperative Education Conference / [ed] K. E. Zegwaard & K. Hoskyn (Eds.), Aukland, New Zealand: New Zealand Association for Cooperative Education , 2018, Vol. 21, no 29, p. 17-21Conference paper, Published paper (Other academic)
Place, publisher, year, edition, pages
Aukland, New Zealand: New Zealand Association for Cooperative Education, 2018
Keywords
Professional development, Work-integrated learning
National Category
Learning
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-13196 (URN)978-0-473-44434-1 (ISBN)
Conference
International Conference 2018 Fruit of the Vine: Change, Challenge and Opportunity for Learning 16th – 18th of April, 2018, Onetangi, Waiheke Island, New Zealand
Available from: 2018-12-19 Created: 2018-12-19 Last updated: 2018-12-20Bibliographically approved
Johansson, K. (Ed.). (2018). VILÄR Abstraktbok. Trollhättan: Högskolan Väst
Open this publication in new window or tab >>VILÄR Abstraktbok
2018 (Swedish)Collection (editor) (Other academic)
Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst, 2018. p. 13
Keywords
Arbetsintegrerat lärande, pedagogik, samverkan
National Category
Learning
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-13439 (URN)978-91-87531-46-0 (ISBN)978-91-87531-47-7 (ISBN)
Available from: 2019-01-21 Created: 2019-01-21 Last updated: 2019-01-21
Sjögren, K., Sandström, K. & Johansson, K. (2018). What gender barriers do students face in WIL placements?: A comparative study between WIL and Non- WIL Students in an international empirical study.. In: Kristina Johansson (Ed.), VILÄR Abstraktbok: . Paper presented at VILÄR, 6-7 december 2018, Mölndal, Sverige (pp. 6-6). Trollhättan: Högskolan Väst
Open this publication in new window or tab >>What gender barriers do students face in WIL placements?: A comparative study between WIL and Non- WIL Students in an international empirical study.
2018 (English)In: VILÄR Abstraktbok / [ed] Kristina Johansson, Trollhättan: Högskolan Väst , 2018, p. 6-6Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

In an earlier project (2014-2015) we found that young adults and specifically women was a exposed group when it came to reported psychological vulnerability. This triggered us to design for a new study to learn more about their sense of belonging in and out of study context. We plan to use a mixed methods approach with individual interviews, focus groups, and a broader online survey on students that are enrolled in WIL-programs, the student need to have completed at least a practicum or coop-period prior to participation in the research study. Our next steps will be to start the ethics protocols for both the University of Waterloo and the University of Toronto. Thereafter Scotland and Sweden apply for theirs. The research questions is: What gender challenges do WIL students face that impact their career identity, sense of belonging, work self-efficacy, overall wellbeing, sociability, and transition to full-time employment after graduation? What gender specific barriers impact WIL students' perceptions of being valued in the workplace (on the team, in meetings)? What gender specific barriers impact WIL students' perceptions of how employers perceive their technical competencies? What resources do WIL students perceive are available to them from their universities and employers to help overcome these barriers? In the interactive session we will discuss both the research questions/content and the methodological approaches.

Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst, 2018
Keywords
WIL, Gender barriers, Rich Pictures
National Category
Learning Gender Studies
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-13443 (URN)978-91-87531-46-0 (ISBN)978-91-87531-47-7 (ISBN)
Conference
VILÄR, 6-7 december 2018, Mölndal, Sverige
Available from: 2019-01-22 Created: 2019-01-22 Last updated: 2019-01-23Bibliographically approved
Johansson, K. (Ed.). (2017). VILÄR: 7-8 december 2017. Paper presented at VILÄR 2017. Trollhättan, 7-8 december 2017. Trollhättan: Högskolan Väst
Open this publication in new window or tab >>VILÄR: 7-8 december 2017
2017 (Swedish)Conference proceedings (editor) (Other academic)
Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst, 2017. p. 19
Keywords
Arbetsintegrerat lärande, AIL, pedagogik
National Category
Learning Pedagogical Work
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Educational science; SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-12252 (URN)978-91-87531-65-1 (ISBN)978-91-87531-64-4 (ISBN)
Conference
VILÄR 2017. Trollhättan, 7-8 december 2017
Available from: 2018-04-13 Created: 2018-04-13 Last updated: 2018-04-13
Sandström, K. & Johansson, K. (2016). A small scaled study on pro and cons with the educational design of Co-operative Education. In: Engineering 4 Society 2016 Raising awareness for the societal role of engineering. Leuven, Belgium 15 - 16 September 2016: Proceedings,. Paper presented at Engineering 4 Society 2016 Raising awareness for the societal role of engineering. Leuven, Belgium 15 - 16 September 2016 (pp. 87-90). Leuven
Open this publication in new window or tab >>A small scaled study on pro and cons with the educational design of Co-operative Education
2016 (English)In: Engineering 4 Society 2016 Raising awareness for the societal role of engineering. Leuven, Belgium 15 - 16 September 2016: Proceedings,, Leuven, 2016, p. 87-90Conference paper, Published paper (Refereed)
Abstract [en]

For 25 years University West has been the leading university in Sweden when it comes to Work Integrated Learning (WIL) and Co-operative Education (Co-op). This paper describes mainly the sustainable and mutual benefit between the companies and the students. How ever, Co-operative education is a model that does not only benefit the students – it's described as a win-win situation for all partners. This study will provide some explanatory examples from using Co-operative Education as a networking and bridging model between the students, the universities and industry. This model aims to enhance life long learning in the work place. It also provides an opportunity for the university staff to catch up the needs from the industry in their ongoing work – such as new competency development modules, research and development etc. The paper uses an educational design that describes the benefits for participants, as well as it provides an opportunity to scrutinise the possible obstacles that lie within this model. A questionnaire has been distributed to the persons that have the overall responsibility for introducing the student at the company, students that were in their first Co-op placement and students that had finished their second Co-op placement. The results were analysed with a content analysis focusing on text material.

Place, publisher, year, edition, pages
Leuven: , 2016
Keywords
Cooperative education, Work integrated learning, Life long learning, University, industry, business alliances
National Category
Pedagogical Work
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-10190 (URN)9789460189968 (ISBN)
Conference
Engineering 4 Society 2016 Raising awareness for the societal role of engineering. Leuven, Belgium 15 - 16 September 2016
Available from: 2016-11-29 Created: 2016-11-29 Last updated: 2016-11-29Bibliographically approved
Johansson, K. & Sandström, K. (2016). European co-coperative education- can we formulate an mutual understanding. In: Kristina Johansson (Ed.), ViLär 2016, konferens 8-9 december 2016, Vänersborg: . Paper presented at ViLär 8-9 december 2016 - en nationell konferens inom verksamhetsintegrerat lärande 2016, Vänersborg, Sweden.
Open this publication in new window or tab >>European co-coperative education- can we formulate an mutual understanding
2016 (Swedish)In: ViLär 2016, konferens 8-9 december 2016, Vänersborg / [ed] Kristina Johansson, 2016Conference paper, Oral presentation only (Other academic)
Keywords
WIL; work-integrated learning, AIL; Arbetsintegrerat lärande
National Category
Work Sciences
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-10435 (URN)
Conference
ViLär 8-9 december 2016 - en nationell konferens inom verksamhetsintegrerat lärande 2016, Vänersborg, Sweden
Available from: 2016-12-29 Created: 2016-12-29 Last updated: 2017-01-10Bibliographically approved
Drysdale, M. T., McBeath, M. L., Johansson, K., Dressler, S. & Zaitseva, E. (2016). Psychological attributes and work-integrated learning: An international study. Higher Education, Skills and Work-based Learning, 6(1), 20-34
Open this publication in new window or tab >>Psychological attributes and work-integrated learning: An international study
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2016 (English)In: Higher Education, Skills and Work-based Learning, ISSN 2042-3896, E-ISSN 2042-390X, Vol. 6, no 1, p. 20-34Article in journal (Refereed) Published
Abstract [en]

PurposeTo explore - on an international level - the relationship between work-integrated learning (WIL) and several psychological attributes (i.e., hope, procrastination, self-concept, self-efficacy, motivation, and study skills) believed to be important for a successful transition to the labour market.

Design/methodology/approachA between-subjects design was used with participants in one of two groups: WIL and non-WIL. The design provided data on the effects of the independent variable (WIL) on a number of dependent variables (attributes) across four countries. Data were collected via an online survey and analyzed using a series of ANOVAs and MANOVAs.

FindingsWIL and non-WIL students in the four countries shared several attributes - however - significant differences also emerged. WIL compared to non-WIL students compared reported stronger math and problem solving self-concepts, yet weaker effort regulation and perceived critical thinking skills. WIL students were more extrinsically motivated than their non-WIL peers in three of the four countries. Female students in WIL reported being the most anxious compared to other students.

Research limitations/implicationsSelf-reports to measure psychological attributes and the small sample sizes at some of the institutions are limitations.

Originality/valueThe positive relationship between participation in WIL and several aspects of positive self-concept are provided. In addition, data is provided indicating that overall there are more similarities than differences between WIL and non-WIL students on a number of psychological outcomes. Data also suggests that females who participate in WIL may be at risk for anxiety problems.

National Category
Learning
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Psychology
Identifiers
urn:nbn:se:hv:diva-8872 (URN)10.1108/HESWBL-02-2015-0004 (DOI)000387404600002 ()2-s2.0-84955583983 (Scopus ID)
Available from: 2016-01-07 Created: 2016-01-07 Last updated: 2018-04-11Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-5259-0538

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