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Forslund Frykedal, KarinORCID iD iconorcid.org/0000-0003-1391-3346
Publications (10 of 15) Show all publications
Hammar Chiriac, E., Rosander, M. & Forslund Frykedal, K. (2019). An Educational Intervention to Increase Efficacy and Interdependence in Group Work. Education Quarterly Reviews, 435-447
Open this publication in new window or tab >>An Educational Intervention to Increase Efficacy and Interdependence in Group Work
2019 (English)In: Education Quarterly Reviews, E-ISSN 2621-5799, p. 435-447Article in journal (Refereed) Published
Abstract [en]

This study investigated whether an intervention, in the form of short educational sessions, influenced pupils' experiences of group work or cooperative learning (CL). The hypothesis tested was that an intervention for teachers and pupils would lead to pupils' increased (a) collective efficacy, (b) self-efficacy and, (c) positive interdependence, as well as (d) less negative interdependence. The participants were pupils from years 5 and 8 in three compulsory schools in Sweden, working in 22 groups divided into one intervention group and one control group (11 work groups in each condition). Data were collected through a questionnaire before and after participation in the study and analysed using a repeated measure ANOVA and 2×2 ANOVA. The results showed an increased collective efficacy, self-efficacy and positive interdependence and a reduction of negative interdependence. The conclusion is that the intervention provided for teachers and pupils did have an effect, thus promoting successful working as a group.

Keywords
Cooperative Learning, Collective Efficacy, Interdependence, Group Work, Self-Efficacy
National Category
Pedagogical Work
Research subject
SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-14317 (URN)10.31014/aior.1993.02.02.76 (DOI)
Available from: 2019-08-20 Created: 2019-08-20 Last updated: 2019-12-10Bibliographically approved
Forsell, J., Forslund Frykedal, K. & Hammar Chiriac, E. (2019). Group Work Assessment: Assessing Social Skills at Group Level. Small Group Research, 1-38
Open this publication in new window or tab >>Group Work Assessment: Assessing Social Skills at Group Level
2019 (English)In: Small Group Research, ISSN 1046-4964, E-ISSN 1552-8278, p. 1-38Article in journal (Refereed) Epub ahead of print
Abstract [en]

Group work assessment is often described by teachers as complex and challenging, with individual assessment and fair assessment emerging as dilemmas. The aim of this literature review is to explore and systematize research about group work assessment in educational settings. This is an integrated research area consisting of research combining group work and classroom assessment. A database search was conducted, inspired by the guidelines of the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). The analysis and categorization evolved into a typology consisting of five themes: (a) purpose of group work assessment, (b) what is assessed in group work, (c) methods for group work assessment, (d) effects and consequences of group work assessment, and (e) quality in group work assessment. The findings reveal that research in the field of group work assessment notably focuses on social skills and group processes. Peer assessment plays a prominent role and teachers as assessors are surprising absences in the reviewed research.

Keywords
Group work, assessment, systematic review, group work assessment, education
National Category
Pedagogy
Research subject
SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-14580 (URN)10.1177/1046496419878269 (DOI)
Note

https://liu.se/forskning/bedomning-av-kunskap-och-formaga-vid-grupparbete

Available from: 2019-10-14 Created: 2019-10-14 Last updated: 2019-11-12Bibliographically approved
Forslund Frykedal, K., Barimani, M., Rosander, M. & Berlin, A. (2019). Parents' reasons for not attending parental education groups in antenatal and child health care: A qualitative study. Journal of Clinical Nursing, 28(17-18), 3330-3338
Open this publication in new window or tab >>Parents' reasons for not attending parental education groups in antenatal and child health care: A qualitative study
2019 (English)In: Journal of Clinical Nursing, ISSN 0962-1067, E-ISSN 1365-2702, Vol. 28, no 17-18, p. 3330-3338Article in journal (Refereed) Published
Abstract [en]

Aims and objectives: To explore expectant and new parents' reasons not to partici ‐pate in parental education (PE) groups in antenatal care or child health care.

Background: In Sweden, expectant and new parents are offered PE groups in antena‐tal care and in child health care. Although many parents feel unprepared for parent ‐hood, an urgent task is to attract parents to attend the PE groups.

Design: A total of 915 parents with children aged 0 to 21 months answered a web questionnaire with open questions about (a) reasons not to participate; (b) anything that could change their mind; and (c) parenting support instead of PE groups. This was analysed using content analysis. The study follows the SRQR guidelines.

Results: Parents expressed private reasons for not attending PE groups. Some par ‐ents also asked for more heterogeneity regarding content and methods, as well as accommodation of parents' different interests. Other parents asked for like‐minded individuals who were in similar situation to themselves. Lack of information or invita ‐tions from antenatal care or child health care, or that PE groups were unavailable, were additional reasons for not participating in groups.

Conclusions: Reasons for not attending PE groups were multifaceted from personal,self‐interested and norm‐critical reasons, to that the groups were not available or that the parents were not aware of their existence.

Relevance to clinical practice: Parents of today are a diverse group with different in ‐terests and needs. Nevertheless, all parents need to feel included in a way that makes participation in PE groups relevant for them. Thus, it is important for leaders to be aware of structures and norms, and to be able to create a group climate and a peda ‐gogy of acceptance where group members value each other's differences. However,to attract parents to participate in PE groups, it is necessary for clinical practice to work on individual, group and organisational levels.

Keywords
Children's nurse, education, family care, leadership, midwifery, parenting, qualitative study
National Category
Public Health, Global Health, Social Medicine and Epidemiology
Research subject
SOCIAL SCIENCE, Sociology
Identifiers
urn:nbn:se:hv:diva-13906 (URN)10.1111/jocn.14912 (DOI)000481858000028 ()2-s2.0-85070695511 (Scopus ID)
Funder
Swedish Research Council, 2016‐03550
Note

https://liu.se/forskning/lararskap-och-ledarskap-i-foraldragrupper

Available from: 2019-06-04 Created: 2019-06-04 Last updated: 2019-11-13Bibliographically approved
Roumbanis-Viberg, A., Forslund Frykedal, K. & Sofkova Hashemi, S. (2019). Teacher educators' perceptions of their profession in relation to the digitalization of society. Journal of Praxis in Higher Education (1), 87-110
Open this publication in new window or tab >>Teacher educators' perceptions of their profession in relation to the digitalization of society
2019 (English)In: Journal of Praxis in Higher Education, no 1, p. 87-110Article in journal (Refereed) Published
Abstract [en]

This study takes an exploratory approach to investigating Swedish teacher educators' perceptions regarding their profession in relation to the digitalization of society and education, including higher education. Eighteen semi-structured interviews were analyzed using thematic analysis. Findings show that the teache reducators perceive digitalization on a scale that ranges from simply using tools to being part of a technology-initiated revolution of educational institutions and society. From this range of digital developments emanate individual, group, and organizational requirements/demands, needs, and consequences for being, that is, personal experiences of how digitalization affects the work, and acting, that is, doing something in response to the demands of using and teaching with digital technology. The teacher educator is situated primarily in being with the requirements for working professionally and acting as a teacher, which creates tensions and challenges for the individual and the professional self. Teacher educators require support to strengthen their professional identity, to facilitate activities for professional development, and to stimulate reflective practice. A further difficulty is the lack of relevant policies and strategies. This study highlights the complex challenge of teaching and learning simultaneously in a profession that implicates autonomy and responsibility of its practitioners. This creates limitations for the teacher educators to move from being to acting.

Place, publisher, year, edition, pages
Borås, Sweden: University of Borås, 2019
Keywords
Digitalization, teacher educators, professional identity, Sweden
National Category
Pedagogy
Research subject
SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-14699 (URN)
Available from: 2019-11-13 Created: 2019-11-13 Last updated: 2019-12-12Bibliographically approved
Chiriac, E. H. & Forslund Frykedal, K. (2019). Teacher´s Talk about Group Work Assessment before and after Participation in An Intervention. Creative Education, 10(9), Article ID 95471.
Open this publication in new window or tab >>Teacher´s Talk about Group Work Assessment before and after Participation in An Intervention
2019 (English)In: Creative Education, ISSN 2151-4755, E-ISSN 2151-4771, Vol. 10, no 9, article id 95471Article in journal (Refereed) Published
Abstract [en]

Previous research has shown that teachers use an indistinct vocabulary, employ few concepts, and expose an embryonic professional language when talking about group work assessment, thus indicating a lack of a professional language. Building on Granström´s three different modes of language use everyday, pseudo-meta- and meta-language, the purpose of this article was to examine the teachers use of languages when talking about group work assessment. Specifically, if and how teachers use of modes of languages are influenced by them partaking in 1) a study about assessment in group work and 2) in an intervention in form of a short educational session. Data were gathered from interviews with eight teachers working in years five and eight in five Swedish compulsory schools and analysed both qualitatively and quantitatively. The results revealed that all of the teachers use Granstöms mode of languages to a varying degree when talking about assessment in cooperative situations. A core finding was that intervention in the form of a short education influenced the teachers way of talking in a positive way. By participating in the intervention, the teachers developed and expanded their mode of language, thereby promoting the use of a common professional language about group work assessment.

National Category
Pedagogy Didactics Pedagogical Work
Identifiers
urn:nbn:se:hv:diva-14588 (URN)10.4236/ce.2019.109149 (DOI)
Available from: 2019-10-14 Created: 2019-10-14 Last updated: 2019-10-15
Barimani, M., Forslund Frykedal, K., Rosander, M. & Berlin, A. (2018). Childbirth and parenting preparation in antenatal classes. Midwifery, 57, 1-7
Open this publication in new window or tab >>Childbirth and parenting preparation in antenatal classes
2018 (English)In: Midwifery, ISSN 0266-6138, E-ISSN 1532-3099, Vol. 57, p. 1-7Article in journal (Refereed) Published
Abstract [en]

Objectives: to describe topics (1) presented by midwives' during antenatal classes and the amount of time spent on these topics and (2) raised and discussed by first-time parents and the amount of time spent on these topics. Design: qualitative; data were gathered using video or tape recordings and analysed using a three-pronged content analysis approach, i.e., conventional, summative, and directed analyses. Setting and participants: 3 antenatal courses in 2 antenatal units in a large Swedish city; 3 midwives; and 34 course participants. Findings: class content focused on childbirth preparation (67% of the entire antenatal course) and on parenting preparation (33%). Childbirth preparation facilitated parents' understanding of the childbirth process, birthing milieu, the partner's role, what could go wrong during delivery, and pain relief advantages and disadvantages. Parenting preparation enabled parents to (i) plan for those first moments with the newborn; (ii) care for/physically handle the infant; (iii) manage breastfeeding; (iv) manage the period at home immediately after childbirth; and (v) maintain their relationship. During the classes, parents expressed concerns about what could happened to newborns. Parents' questions to midwives and discussion topics among parents were evenly distributed between childbirth preparation (52%) and parenting preparation (48%). Key conclusions: childbirth preparation and pain relief consumed 67% of course time. Parents particularly reflected on child issues, relationship, sex, and anxiety. Female and male participants actively listened to the midwives, appeared receptive to complex issues, and needed more time to ask questions. Parents appreciated the classes yet needed to more information for managing various post-childbirth situations. Implications for practice: while midwifery services vary among hospitals, regions, and countries, midwives might equalise content focus, offer classes in the second trimester, provide more time for parents to talk to each other, allow time in the course plan for parents to bring up new topics, and investigate: (i) ways in which antenatal course development and planning can improve; (ii) measures for evaluating courses; (iii) facilitator training; and (iv) parent satisfaction surveys.

Keywords
Antenatal classes, Childbirth, Parenting, Midwives, Qualitative design
National Category
Public Health, Global Health, Social Medicine and Epidemiology Pedagogical Work
Research subject
Child and Youth studies; NURSING AND PUBLIC HEALTH SCIENCE, Nursing science; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-11904 (URN)10.1016/j.midw.2017.10.021 (DOI)
Available from: 2017-12-11 Created: 2017-12-11 Last updated: 2019-05-28Bibliographically approved
Forslund Frykedal, K. (2018). Föräldrastöd i grupp inom primärvården för blivande och nyblivna föräldrar. In: : . Paper presented at Föräldraskap och familjestöd - en konferens i samarbete mellan den Barn- och Ungdomsvetenskapliga forskningsmiljön (BUV) vid Högskolan Väst och Länsstyrelsen Västra Götaland, Högskolan Väst, 13 juni 2018, Trollhättan.
Open this publication in new window or tab >>Föräldrastöd i grupp inom primärvården för blivande och nyblivna föräldrar
2018 (Swedish)Conference paper, Oral presentation only (Other academic)
Abstract [sv]

I Sverige finns Föräldrastöd i grupp för blivande och nyblivna föräldrar i primärvårdens regi som leds av barnmorskor och BVC-sköterskor. Nationella målen med föräldragrupperna är att stödja föräldraskapet, öka kunskap om barns utveckling och ge föräldrar möjlighet till sociala nätverk med andra föräldrar med barn i samma ålder. Ungefär 70 % av alla blivande och nyblivna föräldrar deltar, flertalet är kvinnor.

I ett mångårigt tvärvetenskapligt forskningsprojekt med forskare inom pedagogik, psykologi och vårdvetenskap har forskning bedrivits som fokuserar ledarskap, pedagogik och gruppdynamik i föräldragrupperna. Vidare studeras om en intervention i form av bl. a. en utbildningsinsats kan stärka sjuksköterskor som gruppledare och hur de kan skapa en stödjande inlärningsmiljö i föräldragrupper. I presentationen kommer några resultat från projektet att presenteras.

Keywords
Cooperative learning, parent education groups, parenthood, Sweden
National Category
Pedagogy
Research subject
Child and Youth studies; SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-13839 (URN)
Conference
Föräldraskap och familjestöd - en konferens i samarbete mellan den Barn- och Ungdomsvetenskapliga forskningsmiljön (BUV) vid Högskolan Väst och Länsstyrelsen Västra Götaland, Högskolan Väst, 13 juni 2018, Trollhättan
Funder
Swedish Research Council, 2016-03550
Available from: 2019-05-09 Created: 2019-05-09 Last updated: 2019-10-24Bibliographically approved
Forslund Frykedal, K. & Hammar Chiriac, E. (2018). Kooperativt lärande som interaktiv pedagogisk metod vid arbete i grupp. In: VILÄR abstraktbok: . Paper presented at VILÄR, 6-7 december 2018, Mölndal, Sverige (pp. 8-9). Trollhättan: Högskolan Väst
Open this publication in new window or tab >>Kooperativt lärande som interaktiv pedagogisk metod vid arbete i grupp
2018 (Swedish)In: VILÄR abstraktbok, Trollhättan: Högskolan Väst , 2018, p. 8-9Conference paper, Oral presentation with published abstract (Other academic)
Abstract [sv]

Kooperativt lärande är en interaktiv pedagogisk metod i grupp där samarbete medtydlig struktur och gemensamt mål är grundläggande förutsättningar för lärandet. Följande centrala element behöver skapas i gruppen för att stödja lärprocesserna;gruppmedlemmarna (1) är ömsesidigt beroende av varandra, (2) stödjer varandra,(3) tar individuellt ansvar och (4) utvecklar sociala kompetens i samarbetet. Dessutom behövs en fortlöpande diskussion i gruppen om det gemensamma arbetet (Johnson & Johnson, 2013). Kooperativt lärande har sitt ursprung i USA men används i utbildningssammanhang runt om i världen. Metoden är användbar i olika lärandesammanhang, från skola och högre utbildning till arbetslivet. Det finns liknande interaktiva pedagogiska metoder varav några exempel är ”collaborative learning”, ”peer-learning” och ”problem-based learning”. Det som framförallt skiljer kooperativt lärande från övriga är tydligt definierade samarbetsmönster som kallas strukturer.

Syftet med presentationen är att visa hur kommunikationen påverkar samarbetet igrupper som arbetar med kooperativt lärande som pedagogisk metod. Analys av inspelade videofilmer från arbete i grupp utgör empiriskt material. Den här studien har studerat kommunikation som en viktig del av kooperativt lärande. Resultatet visar att läraren i sin kommunikation till gruppen både stödjer och hindrar gruppens samarbete. När läraren ställer elaborerande frågor till gruppen eller ”passar tillbaka” till gruppen att själva fundera vidare ger det gruppen större möjligheter till att ta ansvar över arbetet och diskutionerna. Genom att direkt besvara gruppens frågor, eller omedelbart bekräfta rätt eller fel, motverkar läraren gruppens möjlighet att utveckla samarbetet. På liknande sätt kan kommunikationen bland gruppmedlemmarna både stödja och hindra gruppens samarbete. I studien vänder gruppmedlemmarna oftare till läraren med frågor i stället för att diskutera i gruppen.

Sammanfattningsvis visar studien att om kooperativt lärande ska utvecklas behöver framförallt lärare men också gruppmedlemmar vara medvetna om vikten av att decentrala elementen i den pedagogiska metoden blir stöd för kommunikation och samarbete i gruppen.

Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst, 2018
Keywords
Kooperativt lärande, gruppmedlemmar, kommunikation
National Category
Pedagogy Didactics
Research subject
SOCIAL SCIENCE, Educational science; Work Integrated Learning; Child and Youth studies
Identifiers
urn:nbn:se:hv:diva-13381 (URN)978-91-87531-47-7 (ISBN)978-91-87531-46-0 (ISBN)
Conference
VILÄR, 6-7 december 2018, Mölndal, Sverige
Funder
Swedish Research Council, 2012-05476
Available from: 2019-01-17 Created: 2019-01-17 Last updated: 2019-10-24Bibliographically approved
Forslund Frykedal, K., Rosander, M., Barimani, M. & Berlin, A. (2018). Leaders' limitations and approaches to creating conditions for interaction and communication in parental groups: A qualitative study. Journal of Child Health Care, 23(1), 147-159
Open this publication in new window or tab >>Leaders' limitations and approaches to creating conditions for interaction and communication in parental groups: A qualitative study
2018 (English)In: Journal of Child Health Care, ISSN 1367-4935, E-ISSN 1741-2889, Vol. 23, no 1, p. 147-159Article in journal (Refereed) Published
Abstract [en]

The aim of this study was to describe and understand parental group (PG) leaders' experiences of creating conditions for interaction and communication. The data consisted of 10 interviews with 14 leaders. The transcribed interviews were analysed using thematic analysis. The results showed that the leaders' ambition was to create a parent-centred learning environment by establishing conditions for interaction and communication between the parents in the PGs. However, the leaders' experience was that their professional competencies were insufficient and that they lacked pedagogical tools to create constructive group discussions. Nevertheless, they found other ways to facilitate interactive processes. Based on their experience in the PG, the leaders constructed informal socio-emotional roles for themselves (e.g. caring role and personal role) and let their more formal task roles (e.g. professional role, group leader and consulting role) recede into the background, so as to remove the imbalance of power between the leaders and the parents. They believed this would make the parents feel more confident and make it easier for them to start communicating and interacting. This personal approach places them in a vulnerable position in the PG, in which it is easy for them to feel offended by parents' criticism, questioning or silence.

Keywords
Child healthcare nurse, communication, leader, midwife, parental groups
National Category
Pedagogy
Research subject
Child and Youth studies; SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-12490 (URN)10.1177/1367493518777311 (DOI)
Funder
Swedish Research Council, 721-2012-5473
Available from: 2018-06-18 Created: 2018-06-18 Last updated: 2019-10-24Bibliographically approved
Forslund Frykedal, K. & Hammar Chiriac, E. (2018). Student Collaboration in Group Work: Inclusion as Participation. International journal of disability, development and education, 65, 183-198
Open this publication in new window or tab >>Student Collaboration in Group Work: Inclusion as Participation
2018 (English)In: International journal of disability, development and education, ISSN 1034-912X, E-ISSN 1465-346X, Vol. 65, p. 183-198Article in journal (Refereed) Published
Abstract [en]

Group work is an educational mode that promotes learning and socialisation among students. In this study, we focused on the inclusive processes when students work in small groups. The aim was to investigate and describe students’ inclusive and collaborative processes in group work and how the teacher supported or impeded these transactions. Social Interdependence Theory was utilised as the theoretical perspective overarching the study. The observational data employed were collected by video-recording group work. A part of Black-Hawkins framework of participation was used to define inclusion and for the analysis of inclusive and collaborative processes. The results suggest that students’ active participation in the discussions around the group work structures and analytical discussions, together with the teacher’s more defined feedback and avoidance of the traditional authoritative role, are examples of prerequisites for group work to be enacted in an inclusive manner.

Keywords
Classroom; collaboration; group work; inclusion; participation; social interdependence theory; student; teacher
National Category
Pedagogy
Research subject
SOCIAL SCIENCE, Pedagogics; Child and Youth studies
Identifiers
urn:nbn:se:hv:diva-11435 (URN)10.1080/1034912X.2017.1363381 (DOI)
Funder
Swedish Research Council, 721 2012-5476
Available from: 2017-09-07 Created: 2017-09-07 Last updated: 2019-10-24Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-1391-3346

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