liu.seSearch for publications in DiVA
Change search
Refine search result
1234567 151 - 200 of 398
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 151.
    Gårdman, Susanne
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning.
    Blom, Carina
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning.
    Barns ordförrådsutveckling: -en litteraturstudie om faktorer som påverkar barns ordförråd2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att belysa faktorer som påverkar barns ordförråd. För att barn ska kunna tillgodogöra sig undervisning i klassrummet är det viktigt att de har ett basordförråd som byggs ut under skoltiden. I läroplanen nämns begreppsbildning i nästan alla ämnen och därför är det av stor vikt att lärarna är medvetna om vilka faktorer som påverkar ordförrådet för att möjliggöra att barns ordförråd fortsätter att utvecklas.

    Studiens resultat baseras på 13 vetenskapliga undersökningar som främst hittats genom manuell sökning i referenslistor. De artiklar som använts i studien var peer review granskade. Analysen av undersökningarna resulterade i fyra huvudfaktorer som kan påverka barns ordförrådsutveckling, dessa faktorer är samtal, högläsning, tyst läsning och socioekonomisk status. Basordförrådets storlek påverkas främst av hur vårdnadshavare samtalar med barn och det antal ord som barn möter under sitt första levnadsår. Genom högläsning får barn möta många nya ord vilket har visat sig ha en positiv effekt på samtliga barns ordförrådsutveckling. Den tysta läsningen gynnar bara de som redan har ett rikt ordförråd och flyt i sin läsning. Flera av forskarna finner att det finns ett samband mellan barnens ordförrådsutveckling och den socioekonomiska statusen de växer upp i.

    Vår avslutande reflektion av studiens resultat belyser vikten av att lärare tar del av vad forskningen visar angående samtalet och högläsningens betydelse för ordförrådets utveckling. Speciellt viktigt är det att lärare kompenserar ordförrådet för de barn som växt upp i språkligt fattiga miljöer. För att dessa barn ska få samma förutsättningar att utveckla sitt ordförråd som barn som växer upp i en språkligt rik miljö får, behöver lärare vara medvetna om vilka faktorer som påverkar barns ordförråd. Ett rikt ordförråd ger barn förutsättningar att lyckas i skolan och fungera i ett demokratiskt samhälle.

    Download full text (pdf)
    fulltext
  • 152.
    Göthman, Sara
    Linköping University, Department of Behavioural Sciences and Learning.
    Lärstilsmodeller: en jämförande litteraturstudie av Dunn och Dunns Learning Style Inventory och Vermunts Inventory of Learning Styles2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med min studie har varit att belysa två olika lärstilsmodeller Dunn & Dunns Learning Style Inventory (LSI) och Vermunts Inventory of Learning Styles (ILS) för att urskilja deras olikheter.

    Detta arbete är en forskningskonsumerande uppsats som är baserad på tidigare forskning inom ämnet lärstilar. Vetenskapliga artiklar, översiktsgranskningar, rapporter och böcker har bearbetats och analyserats och kategorier har utformats för att jämföra och analysera lärstilsmodellerna i relation till varandra.

    I resultatet presenteras båda lärstilsmodellernas karaktäriserande drag vilka är lärstilsförfattarnas definition av termen ”lärstil” samt den specifika lärstilens uppkomst. Sedan behandlas centrala begrepp och kategorier som används inom lärstilen samt lärstilens pedagogiska innebörd. Därefter presenteras mätinstrumentets namn samt själva utformningen av mätinstrumentsformuläret. Efter detta berörs den empiriska evidens som framförts av lärstilsförfattarna samt “extern” evidens av lärstilen om så existerar. Avslutningsvis redogörs de synpunkter som framförts på lärstilen.

    Studien visar att Dunn & Dunns Learning Style Inventory (LSI) och Vermunts Inventory of Learning Styles (ILS) skiljer sig avsevärt åt. Författaren av denna uppsats förespråkar Vermunts Inventory of Learning Styles (ILS) och läsaren rekommenderas att först efter noga välinformerat övervägande välja den lärstilsmodell som visar på stark evidens och som överensstämmer med pedagogens egen syn på inlärning.

    Download full text (pdf)
    fulltext
  • 153.
    Haake, Magnus
    et al.
    Department of Design Sciences, LTH, Lund University, Lund, Swede.
    Gulz, Agneta
    LUCS (Div. of Cognitive Science), Lund University, Kungshuset, Lundagård, Lund, Sweden.
    Visual Stereotypes and Virtual Pedagogical Agents2008In: Journal of Educational Technology & Society, ISSN 1176-3647, E-ISSN 1436-4522, Vol. 11, no 4, p. 1-15Article in journal (Refereed)
    Abstract [en]

    The paper deals with the use of visual stereotypes in virtual pedagogical agents and its potential impact in digital learning environments. An analysis of the concept of visual stereotypes is followed by a discussion of affordances and drawbacks as to their use in the context of traditional media. Next, the paper explores whether virtual pedagogical characters introduce anything novel with regard to the use of visual stereotypes - as compared both to real life interaction between humans and to the use of visual stereotypes in traditional non-interactive media such as magazines, film, television and video. It is proposed that novel affordances, as well as novel drawbacks, indeed are being introduced with the use of visual stereotypes in virtual characters. The conclusion of the paper is that knowledge on these matters can be useful both for developers of educational systems and for educators in enabling them to strengthen some pedagogical settings and activities.

  • 154.
    Haake, Magnus
    et al.
    Cognitive Science, Lund University, Lund, Sweden.
    Hansson, Kristina
    Department of Logopedics, Phoniatrics & Audiology, Clinical Sciences Lund.
    Gulz, Agneta
    Cognitive Science, Lund University, Lund, Sweden.
    Schötz, Susanne
    Department of Linguistics, Centre for Languages and Literature, Lund University, Lund, Sweden.
    Sahlén, Birgitta
    Department of Logopedics, Phoniatrics & Audiology, Clinical Sciences Lund.
    The slower the better: Does the speaker' speech rate influence children' performance on a language comprehension test?2013In: International Journal of Speech-Language Pathology, ISSN 1754-9507, E-ISSN 1754-9515, Vol. 16, no 2, p. 181-190Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to examine the effects of speech rate on children' performance on a widely used language comprehension test, the Test for Reception of Grammar, version 2 (TROG 2), and to explore how test performance interacts with task difficulty and with the child' working memory capacity. Participants were 102 typically developing Swedish-speaking children randomly assigned to one of the three conditions; the TROG 2 sentences spoken by a speech-language pathologist with slow, normal or fast speech rate. Results showed that the fast speech rate had a negative effect on the TROG 2 scores and that slow rate was more beneficial in general. However, for more difficult tasks the beneficial effect of slow speech was only pronounced for children with better scores on a working memory task. Our interpretation is that slow speech is particularly helpful when children do not yet fully master a task but are just about to grasp it. Our results emphasise the necessity of careful considerations of the role dynamic aspects of examiner' speech might play in test administration and favour digitalised procedures in standardised language comprehension assessment.

    Download full text (pdf)
    fulltext
  • 155.
    Haake, Magnus
    et al.
    Cognitive Science, Lund University, Lund, Sweden.
    Husain, Layla
    Cognitive Science, Lund University, Lund, Sweden.
    Anderberg, Erik
    Cognitive Science, Lund University, Lund, Sweden.
    Gulz, Agneta
    Cognitive Science, Lund University, Lund, Sweden.
    No Child Behind nor Singled Out?: Adaptive Instruction Combined with Inclusive Pedagogy in Early Math Software2015In: Artificial Intelligence in Education: 17th International Conference, AIED 2015, Madrid, Spain, June 22-26, 2015. Proceedings / [ed] Cristina Conati, Neil Heffernan, Antonija Mitrovic and M. Felisa Verdejo, Springer, 2015, Vol. 9112, p. 612-615Chapter in book (Other academic)
    Abstract [en]

    We describe a unique play-&-learn game for early math, designed to provide adaptive instruction with respect to support and challenge as well as to cater for an inclusive pedagogy where no child, whether far behind or far ahead, is exposed as being "different".

  • 156.
    Hallberg, Peter
    et al.
    Linköping University, Department of Management and Engineering, Machine Design. Linköping University, The Institute of Technology.
    Ölvander, Johan
    Linköping University, Department of Management and Engineering, Machine Design. Linköping University, The Institute of Technology.
    Hands-On Assessment During Computer Aided Engineering Education2013In: ASME 2012 International Mechanical Engineering Congress and Exposition: Volume 5, The American Society of Mechanical Engineers (ASME) , 2013, Vol. 5, p. 121-130Conference paper (Refereed)
    Abstract [en]

    This contribution discusses aspects and benefits from involving physical representations when teaching engineering design and Computer Aided Engineering at Linköping University, Sweden.

    The paper presents a syllabus for a comprehensive introductory CAD course. The course is populated by some 300 students on the Mechanical Engineering Master’s and Bachelor’s programs, as well as the Design and Product Development Master’s program. Assessment is made via a project where the students are assigned to model and optimize a small catapult. The catapult is then produced, using cheap materials, by the hands of the students who modeled it. Finally, the catapult is validated by entering a contest, where it is judged in respect of accuracy, weight, and cost. The catapult assignment is constructed in such a way that the students are forced to seek individual ways of applying their newly acquired knowledge of the CAD tool. Some 100 catapults are produced but the material cost for each catapult is only about €4.

    The low-cost nature of the catapults originates from research conducted at the Division of Machine Design at Linköping University, where the concept of Low-cost Demonstrators for enhancement of the conceptual design phase has been developed over the past decade. The results from this research point towards several benefits from using physical representations alongside the common digital tools during the early stages of the product development process. Furthermore, evaluation of parameters such as the students’ performance and their own opinions of the course show notable enhancement compared to previous courses.

    Download full text (pdf)
    fulltext
  • 157.
    Hallqvist, Anders
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences. Linköping University, HELIX Vinn Excellence Centre. Linköping University, Faculty of Arts and Sciences.
    Tillmar, Malin
    Linköping University, Department of Management and Engineering, Business Administration. Linköping University, Faculty of Arts and Sciences.
    Tillit i intersektoriell organisering?: en interaktiv longitudinell studie2014In: Lärande i arbetslivet: möjligheter och utmaningar : en vänbok till Per-Erik Ellström / [ed] Henrik Kock, Linköping: Linköpings universitet , 2014, p. 119-137Chapter in book (Other academic)
    Abstract [sv]

    I det här kapitlet vill vi diskutera hur intersektoriell samverkan mellan offentlig, privat och ideell sektor etableras och utvecklas. Mer specifikt vill vi utforska villkoren för och betydelsen av förtroende och misstroende mellan individer och organisationer över tid, i dylika projekt. Detta gör vi genom att närmare utforska och granska ett lokalt arbetsmarknadsprojekt drivet bland annat av ett arbetsintegrerande socialt företag. Projektet har följts över tre år i en höggradigt interaktiv process. På basis av resultaten diskuteras även intersektoriell rörlighet som en av den interaktive forskarens utmaningar och möjligheter.

    Download full text (pdf)
    Tillit i intersektoriell organisering?: en interaktiv longitudinell studie
  • 158.
    Halvarsson Lundkvist, Agneta
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Learning Dynamics of Workplace Development Programmes: Studies in Swedish national programmes2019Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The thesis focuses on workplace development programmes (WPDPs) that operationalize national policies on workplace development. WPDPs are time-limited and they provide support to organizations that aim to improve their operational performance or employees’ work conditions. The support that such programmes provide to organizations consists of competence-development activities provided through networks, courses or hands-on coaching. The supported organizations aimed at changing work practices to increase their operational performance.

    Departing from a workplace-learning perspective, the overall aim of the thesis was to contribute to knowledge about learning in workplace development programmes and the supported organizations when realizing policies on workplace development. A qualitative multiple-case study design was used and a total of 115 interviews and notes from meetings are included in the data material. Four substudies made up the empirical base.

    The findings revealed that realizing policies on workplace development required continuous learning among stakeholders at different levels of the WPDPs. Thus, conditions that enabled learning were important throughout the whole WPDP, which was seen as a large, complex social learning system. Learning between different levels of the WPDP was especially important, which required stakeholder representatives with the appropriate qualifications or characteristics that enabled them to take on roles as brokers between the stakeholders involved in realizing the policy. The overall conclusion pointed towards the dynamics of realizing policies of workplace learning, which cannot be achieved by a one-size-fitsall model for learning.

    The findings imply that funders and other authorities that make policies on workplace development through WPDPs should scrutinize how learning among stakeholders that enter into partnership to operate WPDPs is to be facilitated. Linear plans that are not complemented with careful explanations of how such learning is to be facilitated may constitute warning signs. Furthermore, the findings imply that organizations looking for external support to develop the innovative capabilities of employees must be careful in choosing their support. A WPDP may consume the resources of an organization without providing any benefit, if it does not provide the appropriate support. On the other hand, a WPDP may be a great source for learning, particularly if it includes support in designing the change effort, and help in developing an internal support infrastructure that will continue supporting workplace development after the programme ends.

    List of papers
    1. Program steering by learning
    Open this publication in new window or tab >>Program steering by learning
    2015 (English)In: Sustainable development in organizations: studies on innovative practices / [ed] Mattias Elg, Per-Erik Ellström, Magnus Klofsten, Malin Tillmar, Cheltenham: Edward Elgar Publishing, 2015, p. 77-92Chapter in book (Refereed)
    Place, publisher, year, edition, pages
    Cheltenham: Edward Elgar Publishing, 2015
    Keywords
    Organisationsförändringar
    National Category
    Economics and Business
    Identifiers
    urn:nbn:se:liu:diva-125518 (URN)000374407200006 ()978-17-8471-688-2 (ISBN)
    Available from: 2016-02-25 Created: 2016-02-25 Last updated: 2019-02-13Bibliographically approved
    2. The role of brokers in a workplace development programme targeting SMEs
    Open this publication in new window or tab >>The role of brokers in a workplace development programme targeting SMEs
    2018 (English)In: European Journal of Training and Development, ISSN 2046-9012, E-ISSN 2046-9020Article in journal (Refereed) Epub ahead of print
    Abstract [en]

    Purpose

    The purpose of this paper is to investigate the development of a workplace development programme (WPDP) targeting small and medium sized manufacturing enterprises (SMEs) by focussing on the people who acted as brokers providing cross-boundary connections between its collaborating partners.

    Design/methodology/approach

    The material, from interviews with 32 individuals and 11 meetings, was analysed in a boundary-crossing framework, which provided tools to reveal how the roles of brokers at different levels (operative, strategic and national) of the WPDP affected its development.

    Findings

    The findings indicate that cross-boundary connections were made by persons who acted as brokers within and between different levels of the WPDP. The brokers who provided cross-boundary connections between different levels of the WPDP were found to play the most important role for the prompt development of the WPDP.

    Originality/value

    Apart from unique empirical material depicting the development of a collaborative venture between national and regional stakeholders of the manufacturing industry, the value of this study is the attention given to the people behind the policymaking of publicly funded national WPDPs, revealing the complex business of developing policy-driven competence development activities to employees in SMEs.

    Place, publisher, year, edition, pages
    Emerald Group Publishing Limited, 2018
    Keywords
    SME, Manufacturing industry, Programme development, Broker, Cross-boundary connections, Workplace development programme
    National Category
    Learning
    Identifiers
    urn:nbn:se:liu:diva-151603 (URN)10.1108/EJTD-04-2018-0037 (DOI)2-s2.0-85053333619 (Scopus ID)
    Available from: 2018-09-27 Created: 2018-09-27 Last updated: 2019-03-18Bibliographically approved
    3. Learning conditions for continuous improvement in a public service organization
    Open this publication in new window or tab >>Learning conditions for continuous improvement in a public service organization
    2018 (English)In: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859Article in journal (Refereed) Epub ahead of print
    Abstract [en]

    Purpose – This study focuses on a transformation effort in a social welfare department of a Swedish municipality where continuous improvement, which is a Lean principle, was introduced in employees’everyday work via a workplace development programme (WPDP). The aim of this paper is to explore the conditions (internal and external) that enabled or constrained employee learning during the introduction of continuous improvement into employees’ everyday work in a WPDP-supported social welfare department.

    Design/methodology/approach – This case study is based mainly on 22 semi-structured interviews with individuals holding different positions in the department and overarching municipality.

    Findings – The findings show that multiple and emerging conditions, both internal and external, shaped a predominantly restrictive learning environment during the introduction of continuous improvement into the social welfare department. The major conditions identified were related to the initial implementation and top management’s steering and monitoring of the “Lean investment”, activities and support provided by the WPDP, activities and support provided by the internal Lean support team and first-line managers’ abilities to facilitate employee learning.

    Originality/value – Apart from unique empirical material depicting an effort towards change under conditions far from favourable for employee learning, the value of this study lies in the attention given to the external dynamics that drive change in line with the concept of new public management in public service organizations, including a WPDP that supported the social welfare department.

    Place, publisher, year, edition, pages
    Emerald Group Publishing Limited, 2018
    Keywords
    Organizational change, learning environment, public service organization, workplace development programmes
    National Category
    Learning
    Identifiers
    urn:nbn:se:liu:diva-152661 (URN)10.1108/JWL-03-2018-0049 (DOI)
    Available from: 2018-11-12 Created: 2018-11-12 Last updated: 2019-03-21Bibliographically approved
    4. Conditions for Employee Learning and Innovation: Interweaving Competence Development Activities Provided by a Workplace Development Programme with Everyday Work Activities in SMEs
    Open this publication in new window or tab >>Conditions for Employee Learning and Innovation: Interweaving Competence Development Activities Provided by a Workplace Development Programme with Everyday Work Activities in SMEs
    2018 (English)In: Vocations and Learning, ISSN 1874-785X, E-ISSN 1874-7868, Vol. 11, no 1, p. 45-63Article in journal (Refereed) Published
    Abstract [en]

    The aim of this article is to investigate how the formal competence development activities provided by the Production Leap, a workplace development programme (WPDP), were interwoven with everyday work activities and to identify the conditions that enabled learning and employee-driven innovation that contributed to production improvement, in small and medium-sized enterprises (SMEs) in Sweden. The study adopts a qualitative case approach and draws on evidence from research conducted in four manufacturing SMEs that participated in this Swedish WPDP. Funded by EU authorities, WPDPs provide competence development activities to SMEs in order to boost their production capabilities and/or promote innovation. The findings reveal that the competence development activities provided by the programme triggered learning in everyday work activities and fostered the development of different approaches to employee-driven innovation in the enterprises. The conclusion is that it is essential to consider that employee-driven innovations may take different forms and involve functions that can support innovative learning that goes beyond minor adjustments to the existing standards of production. Moreover, employee-driven innovation may impose new demands on management leadership skills. The findings provide important guidance for future WPDPs, for vocational education and training or university activities that are customised to SME contexts to promote production capabilities, and for SMEs that aim to strengthen employee-driven innovation.

    Place, publisher, year, edition, pages
    Dordrecht: Springer Netherlands, 2018
    National Category
    Learning
    Identifiers
    urn:nbn:se:liu:diva-137495 (URN)10.1007/s12186-017-9179-6 (DOI)000426597000003 ()
    Funder
    VINNOVA, 2013-02430
    Note

    Funding agencies: Swedish Agency for Innovation Systems (VINNOVA) [Vinnova 2013-02430]

    Available from: 2017-05-18 Created: 2017-05-18 Last updated: 2019-02-13Bibliographically approved
    Download full text (pdf)
    Learning Dynamics of Workplace Development Programmes: Studies in Swedish national programmes
    Download (png)
    presentationsbild
  • 159.
    Halvarsson Lundkvist, Agneta
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Gustavsson, Maria
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences. Linköping University, HELIX Competence Centre.
    Conditions for Employee Learning and Innovation: Interweaving Competence Development Activities Provided by a Workplace Development Programme with Everyday Work Activities in SMEs2018In: Vocations and Learning, ISSN 1874-785X, E-ISSN 1874-7868, Vol. 11, no 1, p. 45-63Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to investigate how the formal competence development activities provided by the Production Leap, a workplace development programme (WPDP), were interwoven with everyday work activities and to identify the conditions that enabled learning and employee-driven innovation that contributed to production improvement, in small and medium-sized enterprises (SMEs) in Sweden. The study adopts a qualitative case approach and draws on evidence from research conducted in four manufacturing SMEs that participated in this Swedish WPDP. Funded by EU authorities, WPDPs provide competence development activities to SMEs in order to boost their production capabilities and/or promote innovation. The findings reveal that the competence development activities provided by the programme triggered learning in everyday work activities and fostered the development of different approaches to employee-driven innovation in the enterprises. The conclusion is that it is essential to consider that employee-driven innovations may take different forms and involve functions that can support innovative learning that goes beyond minor adjustments to the existing standards of production. Moreover, employee-driven innovation may impose new demands on management leadership skills. The findings provide important guidance for future WPDPs, for vocational education and training or university activities that are customised to SME contexts to promote production capabilities, and for SMEs that aim to strengthen employee-driven innovation.

    Download full text (pdf)
    fulltext
  • 160.
    Halvarsson Lundkvist, Agneta
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Gustavsson, Maria
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences. Linköping University, HELIX Competence Centre.
    Learning conditions for continuous improvement in a public service organization2018In: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859Article in journal (Refereed)
    Abstract [en]

    Purpose – This study focuses on a transformation effort in a social welfare department of a Swedish municipality where continuous improvement, which is a Lean principle, was introduced in employees’everyday work via a workplace development programme (WPDP). The aim of this paper is to explore the conditions (internal and external) that enabled or constrained employee learning during the introduction of continuous improvement into employees’ everyday work in a WPDP-supported social welfare department.

    Design/methodology/approach – This case study is based mainly on 22 semi-structured interviews with individuals holding different positions in the department and overarching municipality.

    Findings – The findings show that multiple and emerging conditions, both internal and external, shaped a predominantly restrictive learning environment during the introduction of continuous improvement into the social welfare department. The major conditions identified were related to the initial implementation and top management’s steering and monitoring of the “Lean investment”, activities and support provided by the WPDP, activities and support provided by the internal Lean support team and first-line managers’ abilities to facilitate employee learning.

    Originality/value – Apart from unique empirical material depicting an effort towards change under conditions far from favourable for employee learning, the value of this study lies in the attention given to the external dynamics that drive change in line with the concept of new public management in public service organizations, including a WPDP that supported the social welfare department.

    Download full text (pdf)
    fulltext
  • 161.
    Halvarsson Lundqvist, Agneta
    et al.
    Linköping University, Faculty of Arts and Sciences.
    Gustavsson, Maria
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences. Linköping University, HELIX Competence Centre.
    The role of brokers in a workplace development programme targeting SMEs2018In: European Journal of Training and Development, ISSN 2046-9012, E-ISSN 2046-9020Article in journal (Refereed)
    Abstract [en]

    Purpose

    The purpose of this paper is to investigate the development of a workplace development programme (WPDP) targeting small and medium sized manufacturing enterprises (SMEs) by focussing on the people who acted as brokers providing cross-boundary connections between its collaborating partners.

    Design/methodology/approach

    The material, from interviews with 32 individuals and 11 meetings, was analysed in a boundary-crossing framework, which provided tools to reveal how the roles of brokers at different levels (operative, strategic and national) of the WPDP affected its development.

    Findings

    The findings indicate that cross-boundary connections were made by persons who acted as brokers within and between different levels of the WPDP. The brokers who provided cross-boundary connections between different levels of the WPDP were found to play the most important role for the prompt development of the WPDP.

    Originality/value

    Apart from unique empirical material depicting the development of a collaborative venture between national and regional stakeholders of the manufacturing industry, the value of this study is the attention given to the people behind the policymaking of publicly funded national WPDPs, revealing the complex business of developing policy-driven competence development activities to employees in SMEs.

    Download full text (pdf)
    fulltext
  • 162.
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Att leda grupparbete2012In: Lärare som ledare: i och utanför klasssrummet / [ed] G. Berg, F. Sundh & C. Wede, Lund: Studentlitteratur, 2012, 1, p. 153-162Chapter in book (Other academic)
    Abstract [sv]

    Bokens 17 kapitel beskriver olika perspektiv på lärare som ledare och hur ledarskapet utövas i klassrumsmiljön i samverkan med eleverna, i skolans vardag. Hur skolarbetet kan och bör ledas beror på den enskilda lärarens bedömning av lärandemiljön i det egna klassrummet, men också på faktorer som har att göra med skolan som arbetsplats, organisation och institution i samhället. Ytterst vilar ledarskapet på hur lärare förstår, förhåller sig till och hanterar skolans olikartade uppdrag.

    Områden som behandlas i boken är:

    • ledarstilar och psykologiska teorier
    • aspekter på ledarskap i klassrummet
    • elevinflytande och eget arbete
    • * ledarskap i grupparbete 
    • undervisning och lärande i helklass 
    • specialpedagogiska insatser 
    • lärares gemensamma ledarskap 
    • undervisning och bedömning 
    • lärare och rektorer i samverkan.
  • 163.
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Forskning om grupparbete2013In: Handbok för grupparbete: att skapa fungerande grupparbeten i undervisning / [ed] Eva Hammar Chiriac & Anders Hempel, Lund: Studentlitteratur, 2013, 3, p. 27-62Chapter in book (Other academic)
    Abstract [sv]

    Grupparbete är en vanligt förekommande arbetsform på alla nivåer i det svenska utbildningssystemet, från skola till universitet. Ofta används grupparbete som en av flera möjliga undervisningsformer utan att man funderar över dess möjligheter och konsekvenser. Ibland fungerar det väl och till belåtenhet för elever och studenter. Vid andra tillfällen uppstår mindre konstruktiva processer.

    Mer kunskap om grupparbeten som arbetsform har efterfrågats, både av studerande och av lärare. I Handbok för grupparbete presenteras viktiga aspekter att tänka på vid arbete i grupp och vad som händer när arbetsformen används i undervisning. I denna tredje upplaga av boken har alla kapitel vidareutvecklats och aktualiserats. Dessutom har antologin kompletterats med några för boken nya aspekter som är av intresse och bör beaktas för att skapa fungerande grupparbete i undervisning, nämligen ledarskap och bedömning vid grupparbete.

    Handbok för grupparbete vänder sig till alla som använder grupparbete som arbetsform, inom både universitet, högskola, skola och vuxenutbildning samt till dem som mer specifikt studerar grupprocesser inom olika utbildningsprogram. Även elever och studenter som ingår i någon form av studiegrupp, projektgrupp eller liknande kan ha stor glädje av bokens innehåll.

  • 164.
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Group work as an incentive for learning – students’ experiences of group work2014In: Frontiers in Psychology, ISSN 1664-1078, E-ISSN 1664-1078, Vol. 5, no 558Article in journal (Refereed)
    Abstract [en]

    Group work is used as a means for learning at all levels in educational systems. There is strong scientific support for the benefits of having students learning and working in groups. Nevertheless, studies about what occurs in groups during group work and which factors actually influence the students’ ability to learn is still lacking. Likewise, the question of why some group work is successful and other work results in the opposite is still unsolved. The aim of this article is to add to the current level of knowledge and understandings regarding the essence behind successful group work in higher education. This research is focused on the students’ experiences of group work and learning in groups, which is an almost non-existing aspect of research on group work prior to the beginning of the 21st century. A primary aim is to give university students a voice in the matter by elucidating the students’ positive and negative points of view and how the students assess learning when working in groups. Furthermore, the students’ explanations of why some group work ends up being a positive experience resulting in successful learning, while in other cases, the result is the reverse, are of interest. Data were collected through a study-specific questionnaire, with multiple choice and open-ended questions. The questionnaires were distributed to students in different study programs at two universities in Sweden. The present result is based on a reanalysis and qualitative analysis formed a key part of the study. The results indicate that most of the students’ experiences involved group work that facilitated learning, especially in the area of academic knowledge. Three important prerequisites (learning, study-social function and organization) for group work that served as an effective pedagogy and as an incentive for learning were identified and discussed. All three abstractions facilitate or hamper students’ learning, as well as impact their experiences with group work.

  • 165.
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Grupparbete för alla – mångfald i grupper2013In: Handbok för grupparbete: att skapa fungerande grupparbeten i undervisning / [ed] Eva Hammar Chiriac & Anders Hempel, Lund: Studentlitteratur, 2013, 3, p. 193-219Chapter in book (Other academic)
    Abstract [sv]

    Grupparbete är en vanligt förekommande arbetsform på alla nivåer i det svenska utbildningssystemet, från skola till universitet. Ofta används grupparbete som en av flera möjliga undervisningsformer utan att man funderar över dess möjligheter och konsekvenser. Ibland fungerar det väl och till belåtenhet för elever och studenter. Vid andra tillfällen uppstår mindre konstruktiva processer.

    Mer kunskap om grupparbeten som arbetsform har efterfrågats, både av studerande och av lärare. I Handbok för grupparbete presenteras viktiga aspekter att tänka på vid arbete i grupp och vad som händer när arbetsformen används i undervisning. I denna tredje upplaga av boken har alla kapitel vidareutvecklats och aktualiserats. Dessutom har antologin kompletterats med några för boken nya aspekter som är av intresse och bör beaktas för att skapa fungerande grupparbete i undervisning, nämligen ledarskap och bedömning vid grupparbete.

    Handbok för grupparbete vänder sig till alla som använder grupparbete som arbetsform, inom både universitet, högskola, skola och vuxenutbildning samt till dem som mer specifikt studerar grupprocesser inom olika utbildningsprogram. Även elever och studenter som ingår i någon form av studiegrupp, projektgrupp eller liknande kan ha stor glädje av bokens innehåll.

  • 166.
    Hammar Chiriac, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Olika sätt att arbeta i grupp2013In: Handbok för grupparbete: att skapa fungerande grupparbeten i undervisning / [ed] Eva Hammar Chiriac & Anders Hempel, Lund: Studentlitteratur, 2013, 3, p. 83-95Chapter in book (Other academic)
    Abstract [sv]

    Grupparbete är en vanligt förekommande arbetsform på alla nivåer i det svenska utbildningssystemet, från skola till universitet. Ofta används grupparbete som en av flera möjliga undervisningsformer utan att man funderar över dess möjligheter och konsekvenser. Ibland fungerar det väl och till belåtenhet för elever och studenter. Vid andra tillfällen uppstår mindre konstruktiva processer.

    Mer kunskap om grupparbeten som arbetsform har efterfrågats, både av studerande och av lärare. I Handbok för grupparbete presenteras viktiga aspekter att tänka på vid arbete i grupp och vad som händer när arbetsformen används i undervisning. I denna tredje upplaga av boken har alla kapitel vidareutvecklats och aktualiserats. Dessutom har antologin kompletterats med några för boken nya aspekter som är av intresse och bör beaktas för att skapa fungerande grupparbete i undervisning, nämligen ledarskap och bedömning vid grupparbete.

    Handbok för grupparbete vänder sig till alla som använder grupparbete som arbetsform, inom både universitet, högskola, skola och vuxenutbildning samt till dem som mer specifikt studerar grupprocesser inom olika utbildningsprogram. Även elever och studenter som ingår i någon form av studiegrupp, projektgrupp eller liknande kan ha stor glädje av bokens innehåll.

  • 167.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Forslund Frykedal, Karin
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Lärares ledarskap vid grupparbete2013In: Handbok för grupparbete: att skapa fungerande grupparbeten i undervisning / [ed] Eva Hammar Chiriac & Anders Hempel, Lund: Studentlitteratur, 2013, 3, p. 139-149Chapter in book (Other academic)
    Abstract [sv]

    Grupparbete är en vanligt förekommande arbetsform på alla nivåer i det svenska utbildningssystemet, från skola till universitet. Ofta används grupparbete som en av flera möjliga undervisningsformer utan att man funderar över dess möjligheter och konsekvenser. Ibland fungerar det väl och till belåtenhet för elever och studenter. Vid andra tillfällen uppstår mindre konstruktiva processer.

    Mer kunskap om grupparbeten som arbetsform har efterfrågats, både av studerande och av lärare. I Handbok för grupparbete presenteras viktiga aspekter att tänka på vid arbete i grupp och vad som händer när arbetsformen används i undervisning. I denna tredje upplaga av boken har alla kapitel vidareutvecklats och aktualiserats. Dessutom har antologin kompletterats med några för boken nya aspekter som är av intresse och bör beaktas för att skapa fungerande grupparbete i undervisning, nämligen ledarskap och bedömning vid grupparbete.

    Handbok för grupparbete vänder sig till alla som använder grupparbete som arbetsform, inom både universitet, högskola, skola och vuxenutbildning samt till dem som mer specifikt studerar grupprocesser inom olika utbildningsprogram. Även elever och studenter som ingår i någon form av studiegrupp, projektgrupp eller liknande kan ha stor glädje av bokens innehåll.

  • 168.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Granström, Kjell
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Grupparbete – en arbetsform med dåligt rykte2011In: Pedagogiska magasinet, ISSN 1401-3320, no 4, p. 6-10Article, book review (Other (popular science, discussion, etc.))
  • 169.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Hempel, AndersLinköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Handbok för grupparbete: att skapa fungerande grupparbeten i undervisning2013Collection (editor) (Other academic)
    Abstract [sv]

    Grupparbete är en vanligt förekommande arbetsform på alla nivåer i det svenska utbildningssystemet, från skola till universitet. Ofta används grupparbete som en av flera möjliga undervisningsformer utan att man funderar över dess möjligheter och konsekvenser. Ibland fungerar det väl och till belåtenhet för elever och studenter. Vid andra tillfällen uppstår mindre konstruktiva processer.

    Mer kunskap om grupparbeten som arbetsform har efterfrågats, både av studerande och av lärare. I Handbok för grupparbete presenteras viktiga aspekter att tänka på vid arbete i grupp och vad som händer när arbetsformen används i undervisning. I denna tredje upplaga av boken har alla kapitel vidareutvecklats och aktualiserats. Dessutom har antologin kompletterats med några för boken nya aspekter som är av intresse och bör beaktas för att skapa fungerande grupparbete i undervisning, nämligen ledarskap och bedömning vid grupparbete.

    Handbok för grupparbete vänder sig till alla som använder grupparbete som arbetsform, inom både universitet, högskola, skola och vuxenutbildning samt till dem som mer specifikt studerar grupprocesser inom olika utbildningsprogram. Även elever och studenter som ingår i någon form av studiegrupp, projektgrupp eller liknande kan ha stor glädje av bokens innehåll.

  • 170.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Hempel, Anders
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Konflikthantering vid grupparbete2013In: Handbok för grupparbete: att skapa fungerande grupparbeten i undervisning / [ed] Eva Hammar Chiriac & Anders Hempel, Lund: Studentlitteratur, 2013, 3, p. 167-192Chapter in book (Other academic)
    Abstract [sv]

    Grupparbete är en vanligt förekommande arbetsform på alla nivåer i det svenska utbildningssystemet, från skola till universitet. Ofta används grupparbete som en av flera möjliga undervisningsformer utan att man funderar över dess möjligheter och konsekvenser. Ibland fungerar det väl och till belåtenhet för elever och studenter. Vid andra tillfällen uppstår mindre konstruktiva processer.

    Mer kunskap om grupparbeten som arbetsform har efterfrågats, både av studerande och av lärare. I Handbok för grupparbete presenteras viktiga aspekter att tänka på vid arbete i grupp och vad som händer när arbetsformen används i undervisning. I denna tredje upplaga av boken har alla kapitel vidareutvecklats och aktualiserats. Dessutom har antologin kompletterats med några för boken nya aspekter som är av intresse och bör beaktas för att skapa fungerande grupparbete i undervisning, nämligen ledarskap och bedömning vid grupparbete.

    Handbok för grupparbete vänder sig till alla som använder grupparbete som arbetsform, inom både universitet, högskola, skola och vuxenutbildning samt till dem som mer specifikt studerar grupprocesser inom olika utbildningsprogram. Även elever och studenter som ingår i någon form av studiegrupp, projektgrupp eller liknande kan ha stor glädje av bokens innehåll.

  • 171.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Sharing Your Nuts: Teacher Collaboration in Groups as a Means for Competence Development2012In: University Teaching and Faculty Development Research Compendium / [ed] Luis Miguel Villar Angulo; Olga María Alegre de la Rosa, New York: Nova Science Publishers, Inc , 2012, p. 289-Chapter in book (Other academic)
    Abstract [en]

    This book is concerned with teaching for students at a university level and faculty development. This book will look at how teaching and research can be brought into a closer relationship. This book welcomes research-based articles on the practice of higher education, specifically those manuscripts that span a wide range of teaching and faculty development issues and trends occurring internationally.

  • 172.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Rosander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Sharing Your Nuts: Teacher Collaboration in Groups as a Means for Competence Development2012In: University Teaching and Faculty Development Research Compendium / [ed] Luis Miguel Villar Angulo; Olga María Alegre de la Rosa, New York: Nova Science Publishers, Inc , 2012, p. 89-102Chapter in book (Other academic)
    Abstract [en]

    This book is concerned with teaching for students at a university level and faculty development. This book will look at how teaching and research can be brought into a closer relationship. This book welcomes research-based articles on the practice of higher education, specifically those manuscripts that span a wide range of teaching and faculty development issues and trends occurring internationally.

  • 173.
    Hankvist, Annikki
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Culture and Communication, Language and Literature.
    Technology in the English Language Classroom: Computer-Assisted Grammar Learning2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    As technology advances so does the availability of computer-assisted learning software. Since the Swedish curriculum and syllabus in the subject English do not state how teachers should teach grammar or what grammatical items they should focus on, it is left to the teachers to decide themselves. This thesis aims to investigate how one can make use of CALL, Computer-Assisted Language Learning, when teaching grammar in the English language classroom. The following three research questions are posed: 

    • In what ways is CALL used in teaching grammar? 

    • Are any of the different ways of using CALL more successful than others? 

    • What are the students’ reactions to using CALL as a means of learning grammar? 

    The questions are answered by analyzing the theoretical background of second language acquisition, as well as by analyzing ten articles about learning grammar with the help of modern technology. The findings show that there are more ways of using technology in a teaching environment than there are articles about it, and this thesis only covers a few of the different means of using CALL to teach grammar. The findings also show that the results of computer-assisted teaching and learning are overall positive, but it cannot be concluded whether this is because of the software or the novelty of using CALL. Some software shows better results than other, such as error correction software. The overall perceptions of using CALL in the classroom are overwhelmingly positive from both teachers’ and students’ perspective. Furthermore, the results show that the students believe that using technology to learn helps them more than it actually does, showing how it helps motivate students to acquire new knowledge by making it more interesting for them. All in all, the findings of the research give teachers an overview of the current progress of CALL, as well as giving them suggestions about how to incorporate technology in their own teaching. 

    Download full text (pdf)
    fulltext
  • 174.
    Hanqvist, Karolina
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Frisk, Sara
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Arbetssätt för skrivutveckling: En litteraturstudie som belyser arbetssätt för skrivundervisning samt effekter på skrivutvecklingen för årskurserna F–32019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna litteraturstudie är att undersöka vilka arbetssätt lärare kan använda sig av för att undervisa i skrivande, samt vilka effekter elevernas skrivutveckling kan få av skrivundervisningen.

     

    Det här arbetet baserades på informationen från 11 artiklar som analyserades och sammanställdes. Dessa hittades i databaserna UniSearch samt ERIC med relevanta sökord och avgränsningar.

     

    Resultatet visar fem exempel på arbetssätt lärare kan använda sig av för att undervisa i skrivande. Dessa var att arbeta med autentiska uppgifter, elevnära uppgifter, modellering, multimodala verktyg samt ett aktivt samarbete mellan individer. Arbetssätten och metoderna ledde fram till olika effekter inom elevers skrivutveckling, vilket kategoriserades i fem teman. Det som påverkades var skrivintresset, strukturen, innehållet, skriftspråket samt handskriften.

     

    Analysen av resultatet indikerade att det är viktigt att lärare har en utgångspunkt och ett syfte de förhåller sig till i deras undervisning. Med andra ord planera vilket arbetssätt de ska använda sig av för att nå ut till klassen. Elever lär på olika sätt och därmed behövs en variation mellan flera olika arbetssätt, för att nå alla individer och alla aspekter inom skrivande.

    Download full text (pdf)
    fulltext
  • 175.
    Hartman, Per
    Linköping University, Department of Education and Psychology. Linköping University, Faculty of Educational Sciences.
    Skola för ande och hand: en studie av folkhögskolans praktisk-estetiska verksamhet1993Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis focuses on the Swedish folk high school and the work of this type of school in the practical and artistic subject sector. This sector is defined to comprise the subjects history of art, drawing, and male and female craft education. The overall aim is to describe the status of these subjects in the folk high school and what traces the way the folk high school has handled its freedom has left in the subject activities. The study describes the relationship between the subject group and other folk high school activities and how the subject work has taken shape and developed as to organisation and design and what it is that has influenced this development. Elements from comtemporary public discussions on culture and education, if there are any in the subject activities, have also been dealt with. Restrictions as to time have been made by a concentration of the investigation on the situation in the folk high school and the practical and artistic subject group during five school years viz. the school years 1900-1, 1928-9, 1960-1 and 1978-9. The activity of some separate schools during theses periods have been described in close-ups. For each of the four periods the working conditions in this type of school, this subject group and some separate schools have been described.

    The main object of study of this investigation has been written documents (articles in magazines, annual reports, minutes, teachers' records) which the folk high school actors have produced. For the handling of this historical source material I have applied a functional concept of source. I have also referred to theories in the area of culture and education.

    Of the practical and artistic subjects the two craft education subjects existed during four, and history of art and drawing during three of the periods. The distribution of courses in the subjects was uneven and meant that some subjects had many and other subjects no elements at all. It was characteristic of the distribution that the practical and artistic activities were separated from the winter courses (the general courses) and were concentrated to special courses  During the 1970 period these courses had a considerable increase in numbers. In its large and free scope for lessons the folk high schools gave priority to qualifying subjects. Room was seldom left for the practical and artistic subjects. Typical for teachers of the subject group was that they, to a large extent, had temporary terms of employment.

    During the studied periods the subject activities lacked elements from the contemporary cultural debate. The subject work in the history of art was carried out in the same unaltered manner. Male and female craft education was changed as to content but retained a similar methodological direction. Drawing, on the other hand, changed both as to content and methods. In the area of pedagogic there were methodological impulses from the externally recruited teachers who introduced working methods from other educational institutions.

    The relationship between these subjects and other folk high school activities and other organisational circumstances have been of decisive influence for the design and development of this subject group. These circumstances have interacted and resulted in a weak subject debate, a heterogenous teaching-staff and a weak subject identity 

  • 176.
    Hellman, Simon
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Waltersson, David
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Vad elever vill ha: En undersökning om olika elevgruppers uppfattningar om bra lärare2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna uppsats syftar till att undersöka elevers uppfattningar om bra lärare samt om det finns skillnader i dessa uppfattningar mellan elever i årskurs 1-6, elever på studieförberedande gymnasieprogram och elever på yrkesförberedande gymnasieprogram.

     

    För att undersöka detta har 105 gymnasieelever fyllt i en enkät med endast en, öppen fråga: Hur skulle du beskriva en bra lärare? För att fånga upp yngre elevers uppfattningar har ett material publicerat av Kamratposten använts. Detta material publicerades i samband med att Kamratposten utlyste en tävling där Sveriges bästa lärare skulle utses. Dessa olika typer av material har analyserats med utgångspunkt i tre olika typer av kompetens; didaktisk kompetens, ledarskapskompetens samt relationell kompetens. Att analysera materialet med hjälp av dessa begrepp har medfört att skillnader mellan de olika elevgrupperna har kunnat påvisas gällande vilken eller vilka av dessa kompetenser som ges mest utrymme i beskrivningarna.  

     

    Resultatet av denna undersökning visar att elever i årskurs 1-6 i hög utsträckning efterfrågar relationella aspekter hos en lärare så som att denna är snäll, stöttande och har en förmåga att vara personlig med eleven. Bland studieförberedande gymnasieelever framkom istället att dessa i högre grad efterfrågade de didaktiska aspekterna av en bra lärare. Vanligt förekommande var här att beskriva vikten av att läraren är kunnig, engagerad och undervisar på ett roligt sätt. Bland yrkesförberedande gymnasieelever fanns inte ett lika tydligt fokus på en enskild kompetens. Istället gavs både didaktiska och relationella aspekter stort utrymme, dock med en större dragning åt de relationella aspekterna. 

    Download full text (pdf)
    fulltext
  • 177.
    Hjort, Johanna
    Linköping University, Department of Behavioural Sciences and Learning.
    Återkopplingsstrategier i klassrummet: lärares beskrivningar och upplevelser2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie undersöker högstadielärares förhållningssätt till återkoppling, en strategi inom formativ bedömning. Inledningsvis ges en kort bakgrund till formativ bedömning. Därefter sker en redogörelse för forskning kring återkoppling. Datainsamling har skett genom 4 kvalitativa intervjuer där insamling och analys inspirerats av grundad teori. Analysen resulterade i tre centrala kategorier, återkoppling under process, återkoppling på produkt och möjligheter och svårigheter, samt en underkategori, kamratbedömning, där lärares olika strategier och förhållningssätt kring återkoppling beskrivs.

    Download full text (pdf)
    fulltext
  • 178. Order onlineBuy this publication >>
    Hjort, Simon
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Kritiskt tänkande i klassrummet: En studie av didaktiska val och manifesterat kritiskt tänkande i samhällskunskaps- och filosofiundervisning2014Licentiate thesis, monograph (Other academic)
    Abstract [en]

    Developing students’ ability to think critically is an important goal of Swedish upper secondary school education. The aim of this thesis is to describe and analyse critical thinking at the classroom level from a didactic perspective. Using participant observation and interviews, two groups of students and their two course teachers are being studied during two months. The groups study philosophy and social studies respectively. The thesis explores in what way critical thinking is manifested in the classroom and how the teachers view critical thinking in relation to their teaching. Didactic decisions and challenges are identified and discussed.

    The findings show that critical thinking is manifested in the classroom dialogue. Focus, relevance and precision are distinctive qualities of critical discussions. The teachers use different strategies to scaffold critical thinking, such as developing what the students say, questioning assumptions and supporting with distinctions. Some of the challenges facing the teachers are finding ways of assisting students to be independent in their thinking, disputing what they say without being perceived as biased and creating the right atmosphere in the group allowing for critical thinking to take place. It’s concluded that critical thinking at the classroom level is a highly complex phenomenon that involves more than just thinking skills which is the dominant view among researchers in the field.

    Download full text (pdf)
    Kritiskt tänkande i klassrummet: En studie av didaktiska val och manifesterat kritiskt tänkande i samhällskunskaps- och filosofiundervisning
    Download (pdf)
    omslag
    Download (jpg)
    presentationsbild
  • 179.
    Hoffmann, Kamila
    Linköping University, Department of Behavioural Sciences and Learning.
    Professional development across the islands of the South Pacific: A qualitative study of blended learning facilitators in the Cook Islands.2014Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Information and communication technologies (ICTs) are having remarkable effects and promise potential solutions to many of the South Pacific islands’ geographic, economic and social challenges. Access to ICTs is also an increasingly important factor for education and training in the region. While the Pacific eLearning Observatory, supported by the University of the South Pacific, has been monitoring the development and access to ICT in education across the 12 university’s campuses, studies that specifically examine the attitudes and understanding of educators working on the islands of the South Pacific towards the use of ICT in their profession, as well as for their professional development, are rare. This study aims at addressing the gap in the literature by examining the professional development of facilitators working in blended learning environment across the remote islands of the Cook Islands. The research outcomes of this study are based on the analysis of in-depth, semi-structured interviews, and the theoretical foundation of this thesis is grounded in the social and situated theory of learning. By closely examining the facilitators’ perceptions, the project sheds new light on the still little recognised concept of online communities of practice in teaching and learning. The central finding of the study is that participation in online communities of practice offers on-going opportunities for learning, development and support, and reduces the feeling of remoteness and isolation associated with the geographical conditions of the South Pacific region.

    Download full text (pdf)
    fulltext
  • 180.
    Hoffmann, Kamila
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Professional development across the islands of the South Pacific: A qualitative study of blended learning facilitators in the Cook Islands.2014Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Information and communication technologies (ICTs) are having remarkable effects and promise potential solutions to many of the South Pacific islands’ geographic, economic and social challenges. Access to ICTs is also an increasingly important factor for education and training in the region. While the Pacific eLearning Observatory, supported by the University of the South Pacific, has been monitoring the development and access to ICT in education across the 12 university’s campuses, studies that specifically examine the attitudes and understanding of educators working on the islands of the South Pacific towards the use of ICT in their profession, as well as for their professional development, are rare. This study aims at addressing the gap in the literature by examining the professional development of facilitators working in blended learning environment across the remote islands of the Cook Islands. The research outcomes of this study are based on the analysis of in-depth, semi-structured interviews, and the theoretical foundation of this thesis is grounded in the social and situated theory of learning. By closely examining the facilitators’ perceptions, the project sheds new light on the still little recognised concept of online communities of practice in teaching and learning. The central finding of the study is that participation in online communities of practice offers on-going opportunities for learning, development and support, and reduces the feeling of remoteness and isolation associated with the geographical conditions of the South Pacific region.

    Download full text (pdf)
    fulltext
  • 181.
    Holme, Lotta
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Memisevic, Alma
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Inkludering som utmaning och möjlighet2019In: Skola och samhälle, ISSN 2001-6727Article in journal (Other (popular science, discussion, etc.))
  • 182.
    Holmlid, Stefan
    Linköping University, Department of Computer and Information Science, Human-Centered systems. Linköping University, Faculty of Science & Engineering.
    Designing for Resourcefulness in Service: Some Assumptions and Consequences2012In: Service Design with Theory: Discussions on Change, Value and Methods / [ed] Satu Miettinen, Anu Valtonen, Lapland University Press , 2012, p. 151-172Chapter in book (Refereed)
    Abstract [en]

    Research on design for service has mainly concerned itself with understanding the design process. In this research paper focus will be shifted towards service performances, based on a suggested model that can work as an aid to distinguish between different stages in the service development life-cycle and in co-creation of value. In a service performance, participants will enter with resources, competence and attitudes.

    What if we view every person in the performance of a service as resourceful? What are the assumptions? How does it fit with figures of thought in service and design research? Which consequences does it bring? The analysis will be based on situated cognition and socio-cultural theories. In contrast to activity theory, theories that highlight emergent activities and participation will be used. It is shown that, design research on service research can find a good foundation in theoretical concepts such as activity theory, zone of proximal development and legitimate peripheral participation, to direct future development of the area.

    Download full text (pdf)
    fulltext
  • 183.
    Hultman, Glenn
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Konkurrensen mellan forskning och erfarenhet. Noteringar om forskningsanvändning i skolan2018In: Den evidensbaserade skolan: Svensk skola i skärningspunkten mellan forskning och praktik / [ed] Daniel Alvunger och Ninni Wahlström, Stockholm: Natur och kultur, 2018, p. 136-170Chapter in book (Other academic)
  • 184.
    Hultman, Glenn
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Wedin, Ann-Sofi
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Handledning och yrkeskunnande i komplexa miljöer: skapandet av lärprocesser in-situ2014In: Lärande i arbetslivet: möjligheter och utmaningar : en vänbok till Per-Erik Ellström / [ed] Henrik Kock, Linköping: Linköpings universitet , 2014, p. 138-157Chapter in book (Other academic)
    Abstract [sv]

    Den här artikeln avser att belysa hur samspelet mellan lärarstuderande och handledare kommer till uttryck under den verksamhetsförlagda delen inom lärarutbildningen. Syftet är att studera hur den mottagande läraren, praktikhandledaren, uppfattar och samspelar med den lärarstuderande kring elevers lärande och hur de båda hanterar praktiken.

    Forskningen om lärarutbildning och förhållandet mellan lärarstudenters syn på undervisning och elevers lärprocesser är omfattande. Många påpekar också att forskningsområdena lärarutbildning respektive lärande är åtskilda (t.ex. Cochran-Smith & Fries, 2005; Oser & Baeriswyl, 2001; Wideen, Mayer-Smith & Moon, 1998). Vi hittar inte särskilt många studier av samspelet i tidigare forskning, vilket även påpekas i en omfattande internationell översikt av Clarke, Triggs & Nielsen (2012). Forskning om lärarutbildning har sammanfattats vid flera tillfällen (Ahlström & Kallos, 1996; Hegender, 2010) och därnoteras att forskarna uppmärksammar betydelsen av praktikperioden men att det saknas en analys av kommunikationen och de studerandes lärande under denna period.

    Vi är särskilt intresserade av kommunikationen av yrkeskunnandet och en del av det Ellström (1992) diskuterar kring lärandets logik, både det anpassningsinriktade- och utvecklingsinriktade lärandet. Framför allt den miljö som skapas när handledare och studerande möts och arbetar tillsammans i skolan och klassrummet. Vi uppfattar den miljön som en situation där det både sker socialisering (Ellström, 2011) och skapas utrymme för ett utvecklingsinriktad lärande,

    ”… it is a matter of organizing the workplace, not only for production ofcertain goods or services, but also for supporting learning.”

    Vilket är den situation som studeras i detta kapitel. Praktikperioden är en medvetet arrangemang för att överföra yrkeskunnande och åstadkomma en begynnande socialisering.

    I samma anda, som Ellström (2011) kan vi se att den redovisade empirin kan spegla i vad mån och med vilket engagemang som den studerande, väljer att använda sig av de möjligheter som situationen ocharbetsplatsen erbjuder. Detta är dock inte något som explicit analyseras här. I det här kapitlet ligger focus på handledarens överföringsstrategier och mindre på mätningen av lärandets utfall hos den studerande.

    Download full text (pdf)
    Handledning och yrkeskunnande i komplexa miljöer: skapandet av lärprocesser in-situ
  • 185.
    Hultqvist Widfors, Hanna
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Ordinlärning, vokabulär och arbetsminne: en studie av barn med intellektuell funktionsnedsättning2020Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this study, I have administered a word-learning test and a vocabulary test for children with intellectual disabilities. The word-learning test in this study is based on a swedish adaptation of Storkel, Armbrüster & Hogan (2006) english word-learning paradigm. The purpose was to investigate the effects of phonological probability and neighborhood density on word-learning. Storkel et al. (2006) originally implemented the paradigm on a group of adults and in previous studies when the paradigm was used on children it has been adapted in different ways. The adaptations in this study have been increased repetitions of the words during the testing and that the children have been allowed to point at pictures instead of saying the words as a response alternative, because many of the participants have limited opportunities to express themselves with words.

     

    The results of the vocabulary test and the word-learning test have been compared with typically developed children. Based on the results of the vocabulary test, the test group for children with intellectual disabilities performed lower than children with typical development. For future studies, a vocabulary test could be designed with more customized images for children with intellectual disabilities.

     

    The results for the word-learning test with pointing as a response alternative have not been able to give a complete result, only visual inspections of the collected data have been possible. Based on the visual inspections, there was no indication of increased learning or effects of phonological probability or neighborhood density.

    However, interesting behavioural observations has been observed during the word-learning test. Spontaneous verbal repetitions of the words were observed during testing. The number of times the words were repeated increased for each test session and there were also trends for an effect for the combinations high phonological probability & high neighborhood density and low phonological probability & low neighborhood density. For future research, these results and how the tests were administered may be interesting and helpful in how new studies could be designed.

    Download full text (pdf)
    fulltext
  • 186.
    Huq, Rizwan-ul
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Eriksson Barajas, Katarina
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning.
    Cromdal, Jakob
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Sparkling, wrinkling, softly tinkling: on poetry and word meaning in a bilingual primary classroom2017In: Children’s knowledge-in-interaction: studies in conversation analysis / [ed] Amanda Bateman, Amelia Church, Singapore: Springer Science+Business Media B.V., 2017, p. 189-209Chapter in book (Refereed)
    Abstract [en]

    In this chapter we discuss the use of poetry in a bilingual language classroom. The analysis draws on video recordings of an English lesson in third grade taking place in an English-medium school in Bangladesh. During the session, dedicated to the poem “Waters” by E.H. Newlin, the teacher performs a structured reciting of a poem, while at the same time engaging the students in joint explorative discussions of the meaning of individual words, as well as the holistic sense of the poem. Through sequential and multimodal analysis of the interaction, we explore the methods by which the two instructional orientations are pursued throughout the session, highlighting in particular the role of multimodal action design and language alternation. The chapter offers a participant-oriented account of literary aesthetics in bilingual instruction.

  • 187.
    Husain, Layla
    et al.
    Cognitive Science, Lund University, Lund, Sweden.
    Gulz, Agneta
    Cognitive Science, Lund University, Lund, Sweden.
    Haake, Magnus
    Cognitive Science, Lund University, Lund, Sweden.
    Supporting Early Math: Rationales and Requirements for High Quality Software2015In: The Journal of computers in mathematics and science teaching, ISSN 0731-9258, E-ISSN 1943-5908, Vol. 34, no 4, p. 409-429Article in journal (Refereed)
    Abstract [en]

    There is substantial evidence that preschooler' performance in early math is highly correlated to math performance throughout school as well as academic skills in general. One way to help children attain early math skills is by using targeted educational software and the paper discusses potential gains of using such software to support early math development. Furthermore it is argued that the content of early math software should be centered around notions such as number sense and spontaneous focus on numerosity. Beyond that, the paper argues for seven design criteria to consider if the goal is to provide strong support for early math via educational software: (1) use a pedagogical approach clearly based on research on early learning of mathematics, (2) provide a set of relevant representations in an appropriate order, (3) provide informative and meaningful feedback, (4) pay attention to motivational aspects for the age group, (5) provide individually adapted support as well as challenge, (6) include a reporting function for educators, and (7) enable the use of an inclusive pedagogy. These seven design criteria are described and illustrated by concrete examples drawn from a newly developed play-&-learn game in early math: Magical Garden.

    Download full text (pdf)
    fulltext
  • 188. Order onlineBuy this publication >>
    Ingadóttir, Brynja
    Linköping University, Department of Medical and Health Sciences, Division of Nursing Science. Linköping University, Faculty of Medicine and Health Sciences.
    Learning as a patient: What and how individuals want to learn when preparing for surgery, and the potential use of serious games in their education2016Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Introduction: Surgical patients need knowledge to participate in their own care and to engage in self-care behaviour in the perioperative period which is important for their recovery. Patient education facilitates such knowledge acquisition and several methods can be used to facilitate it, for example, face-to-face education and brochures or using information technology such as website or computer games. Healthcare professionals have been slow to seize the possibilities that information technology has to offer within the field, including the use of serious games. To optimise patient education, the information is needed on the patients’ needs and preferences and what they think about the idea of using a serious game to learn about self-care.

    Aim: The overall aims of this thesis were to describe the knowledge expectations of surgical patients, to describe how surgical patients want to learn, and to explore the potential use of serious games in patient education.

    Methods: This thesis includes four studies that used both quantitative and qualitative data to describe aspects of patient learning in relation to surgery. Study I has a prospective and comparative design with survey data collected before surgery and before hospital discharge from 290 patients with osteoarthritis undergoing knee arthroplasty. Data was collected on fulfilment of knowledge expectations and related factors. Study II is a cross-­‐sectional study in 104 patients with heart failure who had been scheduled for cardiac resynchronisation therapy (CRT) device implantation. Data was collected on knowledge expectations and related factors. In Study III the perceptions of 13 surgical patients towards novel and traditional methods to learn about post-operative pain management are explored in a qualitative interview study using content analysis. Study IV describes the development and evaluation of a serious game to learn about pain management with the participation of 20 persons recruited from the public. The game was developed by an interdisciplinary team following a structured approach. Data on the efficacy and usability of the game was collected in one session with questionnaires, observations and interviews.

    Results: Participants reported high knowledge expectations. Knowledge expectations were highest within the bio-physiological knowledge dimension on disease, treatment and complications and the functional dimension on how daily activities are affected, both of which include items on self-care. Most participants wanted to know about the possible complications related to the surgery procedure. In none of the knowledge dimensions the expectations of participants were fulfilled. Participants received most knowledge on the physical and functional issues and received least on the financial and social aspects of their illness. The main predictor of fulfilment of knowledge expectations was having access to knowledge in the hospital from doctors and nurses. Trust in the information source and own motivation to learn shaped how the participants thought about different learning methods. Although the participants were open to using novel learning methods such as websites or games they were also doubtful about their use and called for advice by healthcare professionals. To develop a serious game with the goal to learn about pain management, theories of self-care and adult learning, evidence on the educational needs of patients about pain management and principles of gamification were found useful. The game character is a surgical patient just discharged home from hospital who needs to attend to daily activities while simultaneously managing post-operative pain with different strategies. Participants who evaluated a first version of the serious game improved their knowledge and described usability of the game as high. They were positive towards this new learning method and found it suitable for learning about pain management after surgery in spite of some technical obstacles.

    Conclusions: Surgical patients have high knowledge expectations about all aspects of their upcoming surgery and although they prefer direct communication with healthcare professionals as a source for knowledge they might be open to try using more novel methods such as games. Preliminary short-­‐term results demonstrate that a serious game can help individuals to learn about pain management, and has the potential to improve knowledge. A careful introduction, recommendation, and support from healthcare professionals is needed for implementation of such a novel method in patient education.

    List of papers
    1. The fulfilment of knowledge expectations during the perioperative period of patients undergoing knee arthroplasty - a Nordic perspective
    Open this publication in new window or tab >>The fulfilment of knowledge expectations during the perioperative period of patients undergoing knee arthroplasty - a Nordic perspective
    Show others...
    2014 (English)In: Journal of Clinical Nursing, ISSN 0962-1067, E-ISSN 1365-2702, Vol. 23, no 19-20, p. 2896-2908Article in journal (Refereed) Published
    Abstract [en]

    AIMS AND OBJECTIVES: To describe the possible differences between knowledge expectations and received knowledge of patients undergoing elective knee arthroplasty in Iceland, Sweden and Finland and also to determine the relationship between such a difference and both background factors and patient satisfaction with care.

    BACKGROUND: Knee arthroplasty is a fast-growing and a successful treatment for patients with osteoarthritis. Patient education can improve surgery outcomes, but it remains unknown what knowledge patients expect to receive and actually acquire during the perioperative period and what factors are related to that experience.

    DESIGN: Descriptive, prospective survey.

    METHODS: In total, 290 patients answered questionnaires about their expectations (Knowledge Expectations of hospital patients - scale) before surgery and about received knowledge (Received Knowledge of hospital patients - scale) and satisfaction with hospital care (Patient Satisfaction Scale) at discharge. Sociodemographics, clinical information, accessibility to knowledge from healthcare providers (Access to Knowledge Scale), and preferences for information and behavioural control (Krantz Health Opinion Survey) were collected as background data.

    RESULTS: Patients` knowledge expectations were higher (mean 3·6, SD 0·4) than their perception of received knowledge (mean 3·0, SD 0·7). Multiple linear regression analysis showed that access to knowledge, information preferences and work experience within health- or social care explained 33% (R²) of the variation in the difference between received and expected knowledge. Patients reported high satisfaction with their care except regarding how their family was involved.

    CONCLUSION: Patients undergoing knee arthroplasty receive less knowledge than they expect, and individual factors and communication with healthcare providers during hospitalisation are related to their experience. The content of patient education and family involvement should be considered in future care.

    RELEVANCE TO CLINICAL PRACTICE: The results strengthen the knowledge base on the educational needs of knee arthroplasty patients and can be used to develop and test new interventions.

    Place, publisher, year, edition, pages
    Wiley-Blackwell, 2014
    Keywords
    Knee arthroplasty, osteoarthritis, patient education, patient expectations, patient satisfaction, surgery
    National Category
    Health Sciences
    Identifiers
    urn:nbn:se:liu:diva-105225 (URN)10.1111/jocn.12552 (DOI)000343857700020 ()24476393 (PubMedID)
    Projects
    EEPO
    Available from: 2014-03-13 Created: 2014-03-13 Last updated: 2017-12-05Bibliographically approved
    2. Knowledge expectations, self-care, and health complaints of heart failure patients scheduled for cardiac resynchronization therapy implantation
    Open this publication in new window or tab >>Knowledge expectations, self-care, and health complaints of heart failure patients scheduled for cardiac resynchronization therapy implantation
    2015 (English)In: Patient Preference and Adherence, ISSN 1177-889X, E-ISSN 1177-889X, Vol. 9, p. 913-921Article in journal (Refereed) Published
    Abstract [en]

    Purpose: To describe what knowledge heart failure patients expect to acquire in relation to their upcoming cardiac resynchronization therapy (CRT) device implantation, to describe their self-care and health complaints, and to explore the relationship between knowledge expectations and self-care, health complaints, and background factors. Patients and methods: Cross-sectional multicenter study with 104 patients scheduled for a first-time, elective CRT implantation in Swedish and Icelandic hospitals. Data were collected with the Knowledge Expectations of hospital patient Scale, European Heart Failure Self-care Behavior Scale, and Adjusted Postoperative Recovery Profile. Results: Patients expected most knowledge related to their disease and its treatment (median 4.0, interquartile range 0.13) and least on social issues (median 3.5, interquartile range 0.83). Their self-care was average (standardized mean 51.0 +/- 19.6) before the procedure. Patients had on average 8.2 (+/- 4.7) health complaints and rated fatigue and sexual problems as the most severe. Age was independently associated with knowledge expectations (Exp beta 0.049, P= 0.033). Conclusion: Heart failure patients waiting for a CRT device implantation have high expectations for multiple aspects of knowledge, including self-care issues, before their procedure. These expectations are similar to those of other surgical patients and they increase with age.

    Place, publisher, year, edition, pages
    Dove Medical Press, 2015
    Keywords
    cardiac devices; CRT treatment; patient education
    National Category
    Health Care Service and Management, Health Policy and Services and Health Economy
    Identifiers
    urn:nbn:se:liu:diva-120368 (URN)10.2147/PPA.S83069 (DOI)000357535000001 ()26170641 (PubMedID)
    Note

    Funding Agencies|Landspitali University Hospital Research Fund, Landspitali - The National University Hospital of Iceland; Icelandic Nurses Association Research Fund; Ingibjorg Magnusdottir in Iceland; Medtronic-Vingmed AB; St. Jude Medical Sweden AB in Sweden

    Available from: 2015-07-31 Created: 2015-07-31 Last updated: 2019-06-27
    3. Perceptions about traditional and novel methods to learn about post-operative pain management: - a qualitative study.
    Open this publication in new window or tab >>Perceptions about traditional and novel methods to learn about post-operative pain management: - a qualitative study.
    2016 (English)In: Journal of Advanced Nursing, ISSN 0309-2402, E-ISSN 1365-2648, Vol. 72, no 11, p. 2672-2683Article in journal (Refereed) Published
    Abstract [en]

    Aim: To explore the perceptions of surgical patients about traditional and novel methods to learn about post-operative pain management.Background: Patient education is an important part of post-operative care. Contemporary technology offers new ways for patients to learn about self-care, although face-to-face discussions and brochures are the most common methods of delivering education in nursing practice.Design: A qualitative design with a vignette and semi-structured interviews used for data collection.Methods: A purposeful sample of 13 post-surgical patients, who had been discharged from hospital, was recruited during 2013 - 2014. The patients were given a vignette about anticipated hospital discharge after surgery with four different options for communication (face-to-face, brochure, website, serious game) to learn about post-operative pain management. They were asked to rank their preferred method of learning and thereafter to reflect on their choices. Data were analysed using an inductive content analysis approach.Findings: Patients preferred face-to-face education with a nurse, followed by brochures and websites, while games were least preferred. Two categories, each with two sub-categories, emerged from the data. These conceptualised the factors affecting patients' perceptions: 1) 'Trusting the source', sub-categorised into 'Being familiar with the method' and 'Having own prejudgments'; and 2) 'Being motivated to learn' sub-categorised into 'Managing an impaired cognition' and 'Aspiring for increased knowledge'.Conclusion: In order to implement successfully novel educational methods into post-operative care, healthcare professionals need to be aware of the factors influencing patients' perceptions abouthow to learn, such as trust and motivation.

    Place, publisher, year, edition, pages
    Wiley-Blackwell, 2016
    Keywords
    Content analysis; educational methods; nursing; patient education; patient learning; post-operative self-care; vignettes
    National Category
    Nursing
    Identifiers
    urn:nbn:se:liu:diva-129199 (URN)10.1111/jan.13021 (DOI)000386079500010 ()27205900 (PubMedID)
    Note

    Funding agencies: Landspitali University Hospital Research Fund; Icelandic Nurses Association Research Fund

    Available from: 2016-06-13 Created: 2016-06-13 Last updated: 2019-06-27
    Download full text (pdf)
    Learning as a patient: What and how individuals want to learn when preparing for surgery, and the potential use of serious games in their education
    Download (pdf)
    Errata list
    Download (pdf)
    omslag
    Download (jpg)
    presentationsbild
  • 189.
    Jakobsson, Jennie
    et al.
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Educational Sciences.
    Lindroos, Richard
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Educational Sciences.
    Kan musikundervisning gynna matematikinlärning?: En konsumtionsuppsats om hur musikutövande över tid kan stärka matematiska förmågor.2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna uppsats granskar forskning som gjorts kring kopplingar mellan musik och matematik i en didaktisk kontext och diskuterar hur sådana kopplingar kan användas i musikundervisning i årskurs 1–6 för att förbättra elevers matematikkunskaper. Syftet är att belysa likheter mellan musik och matematik och ta reda om och i så fall hur en konkretisering av och ett fokus på dessa likheter kan gynna elevers lärande i matematik.

    Resultatet visar att det finns flera olika sätt på vilka musikundervisning kan leda till att elever presterar bättre i matematik. Tydligast effekt verkar uppstå för lågpresterande elever och när likheter mellan ämnena uttrycks explicit. Några av de granskade studierna har inte sett samma effekt på lärande, medan andra ser endast en korrelation mellan musikutövande och matematikförmågor, alternativt upptäcker andra förmågor som möjligen medierar en effekt från musikutövande till matematikförmågor. Med hjälp av det sociokulturella perspektivet och Gardners teori om multipla intelligenser diskuteras vad som kan göra att effekten uppstår. Diskussionen leder fram till en modell som gör anspråk på att förklara att musikutövande över tid tillsammans med någon ytterligare påverkan kan leda till ökade matematiska förmågor.

    Download full text (pdf)
    fulltext
  • 190.
    Jarl, Erik
    Linköping University, Department of Culture and Communication, Arts, Crafts and Design. Linköping University, Faculty of Arts and Sciences.
    (En)samarbete i slöjden?: En observationsstudie om hur elever samarbetar i skolslöjden.2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att undersöka hur elever samarbetar i skolslöjden och vilka funktioner detta samarbete fyller. Genom att observera hur elever i årskurs nio samarbetade under slöjdlektionerna samlades material till studien in, material som sedan analyserades och kategoriserades.

    Resultatet av analysen blev fyra kategorier, eller typer av samarbete;

    Kunskapsförmedlande samarbete, Diskuterande samarbete, Samarbete när den egna kroppen inte räcker till samt Bekräftande samarbete. Analyser gjordes även av hur tillgängliga lärarna var under de olika lektionerna och hur detta kan ha inverkat på elevernas samarbete, samt rummet och arbetsmiljöns förmodade inverkan.

    Download full text (pdf)
    (En)samarbete i slöjden?
  • 191.
    Jasemian Riahi, Sahar
    Linköping University, Department of Behavioural Sciences and Learning.
    Möjligheter och hinder vid användning av grafiska representationsformer vid problemlösning: En systematisk litteraturstudie utifrån elevers perspektiv2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna litteraturstudie är att undersöka hur elevers användning av grafiska representationsformer påverkar deras problemlösning. Olika typer av grafiska representationsformer har undersökts i den här studien. Dessa representationsformer är tallinje,rektangulär skiss, arealmodeller och teckningar. Möjligheter och hinder vid användning av sådana representationsformer för elevers problemlösning i aritmetik diskuteras i det här arbetet. Resultatet visar att elevers missförstånd rörande användning av grafiska representationsformer för problemlösning hindrar dem från att komma fram till en lösning. Dessutom är det svårt för eleverna att komma fram till lösningen utan att använda lämpliga grafiska representationsformer. Användning och skapande av grafiska representationsformer utvecklas även gradvist. Även om dessa hinder föreligger så kan elevers delvis korrekta representationsformer utvecklas med mer undervisning och övning. Dessutom utvecklas elevernas problemlösning och aritmetik med en korrekt användning av grafiska representationsformer.

    Download full text (pdf)
    fulltext
  • 192.
    Jern, Robin
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Gröndahl, Emelie
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Programmering i matematikundervisningen: Vilka effekter har programmering på elevers lärande i matematikundervisningen i lägre åldrar?2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med den här studien har varit att ta reda på vilka fördelar det finns med att implementera programmering i matematikundervisningen. För att ta reda på detta har vi letat fram ett flertal olika studier som berör programmering inom skolväsendet på något sätt. För att hitta dessa studier har vi sökt i olika databaser efter relevanta artiklar. Dessa har vi valt utifrån valda kriterier.

    I studierna som vi har tagit del av användes både digital programmering, Scratch och LOGO, samt fysisk programmering, Bee-Bots. Resultatet av vår studie har visat att flera av elevernas matematiska förmågor gynnas av att arbeta med programmering i matematiken. I de flesta fallen visade studierna att eleverna fick ännu bättre resultat i jämförelse med traditionella metoder. Förmågorna som eleverna utvecklade var bland annat: aritmetik, problemlösningsförmåga, spatialt tänkande, algoritmer och resonemangsförmåga. Utöver elevernas matematiska förmågor visade det sig även att programmeringsövningar hade en positiv inverkan på elevernas motivation och intresse. Detta kan i sin tur leda till indirekta positiva effekter på elevernas lärande.

    Download full text (pdf)
    fulltext
  • 193.
    Johansen, Pernilla
    et al.
    Linköping University, Department of Social and Welfare Studies.
    Wendahl, Mio
    Linköping University, Department of Social and Welfare Studies.
    Konstruktionslek och genusskillnader inom teknikämnet.: - En systematisk litteraturstudie kring barns konstruerande samt vilka könsspecifika skillnader som finns inom teknikämnet.2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie har som syfte att undersöka hur barns konstruktionslek kan bli till ett givande undervisningstillfälle samt vilka könsspecifika skillnader som finns inom teknikämnet. Målgruppen för denna studie är barn i yngre åldrar, så som förskolan och lågstadiet. Metoden som används är en systematisk litteraturgenomgång samt en induktiv tematisk analys. Den forskning som tas fram ska behandla konstruktionsarbete och-/eller genusperspektiv och-/eller teknikundervisning och-/eller teknik. Forskning som samlats in granskas sedan grundligt och analyseras. Den tematiska analysen resulterar i tre huvudteman som är återkommande i all den granskade forskningen. Dessa teman är teknikundervisning, lärarroll och elevroll. Resultatet av studien visar på att barns lek kan bli ett givande undervisningstillfälle på olika sätt. Detta kan bland annat ske genom att läraren engagerar sig i konstruktionsleken i form av frågeställningar där barnen får chans att analysera sin egen lek och utveckla sitt tekniska tänkande. Studien visar även på att könsspecifika skillnader syns i ett flertal faktorer inom ämnet. Några av de mest framträdande faktorerna är att självförtroendet, motivationen och nyfikenheten är betydligt lägre hos flickor än hos pojkar. 

    Download full text (pdf)
    fulltext
  • 194.
    Johansson, Björn
    Region Östergötland, Anaesthetics, Operations and Specialty Surgery Center, Department of Ophthalmology in Linköping. Linköping University, Department of Clinical and Experimental Medicine, Division of Neuro and Inflammation Science. Linköping University, Faculty of Medicine and Health Sciences.
    Application of Pedagogical Perspectives in the Teaching and Training of New Cataract Surgeons—A Literature-Based Essay2013In: Open Journal of Ophthalmology, ISSN 2165-7416, Vol. 3, no 3, p. 61-67Article in journal (Other academic)
    Abstract [en]

    Cataract is the most common cause of visual impairment that can be effectively treated by surgery and cataract surgery is the most commonly performed surgical procedure in the world. With modern cataract operation techniques, patients expect excellent results. Teaching and training of new surgeons involve both pedagogical and ethical challenges for teachers and trainees, and also may pose a potential risk to patients. This literature-based essay aims to describe how behavioristic, cognitive and conceptual learning perspectives can be recognized during the trainee surgeon’s progress. It also describes how teacher-pupil relationships may vary during the training process. Finally it presents the concept of situational tutorship, where the teacher adapts to the stages that the trainee passes through with increasing experience. Teaching and trainee surgeons who are aware of pedagogical concepts such as teacher-pupil relationships and tutoring strategies may use this knowledge to optimize the learning process. Further research is needed to clarify how using this knowledge may affect the training of new cataract surgeons.

    Download full text (pdf)
    fulltext
  • 195.
    Johansson, Hanna
    et al.
    Linköping University, Department of Behavioural Sciences and Learning.
    Zandra, Tannerby
    Linköping University, Department of Behavioural Sciences and Learning.
    Framgångsrik matematikundervisning: En litteraturstudie om hur lärare i de första skolåren undervisar inom addition och subtraktion för att stödja elevers kunskapsutveckling2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    De senaste PISA-undersökningarna visar på en nedåtgående trend hos svenska elever inom matematik, läsförståelse och naturvetenskap. Syftet med litteraturstudien är att undersöka lärarens undervisning beträffande addition och subtraktion under de första skolåren. Detta ämne är viktigt att lyfta eftersom läroplanen betonar att undervisningen ska gynna elevens fortsatta lärande och kunskapsutveckling (Skolverket, 2011). Datainsamlingen skedde genom artikelsökning i databaserna ERIC och Unisearch. Resultatet visar på viken av användning av variation i undervisningsformer. Klassrumsdiskussion, vägledande frågor och arbete med laborativt material framhävs som positiva aspekter för elevens utveckling inom matematiken under de första skolåren. Resultatet visar även på en skillnad i lärarens undervisning i olika länder. I litteraturstudiens diskussion framhävs forskarnas delade meningar om vilka arbetsformer och undervisningsverktyg som medför en positiv effekt för elevernas matematiska utveckling.

    Download full text (pdf)
    fulltext
  • 196.
    Johansson, Karina
    Linköping University, Department of Education and Psychology. Linköping University, Faculty of Educational Sciences. Univ.,.
    A "happy" approach to speechreading: the effects of facial expression, emotional content, and script information on speechreading performance1998Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of the present thesis was to study if and how emotions in facial expressions affect speechreading performance. Speechreading is the understanding of spoken messages by watching the speaker's lips, taking facial expressions and situational cues into account. The content of the spoken message and knowledge about the situation where these messages belong (i.e., the script) were also studied. It was shown, in four studies, that congruence between the script and the content of the sentence, and congruence between the content of the sentence and the facial expression, enhanced speechreading performance. It was also shown that a happy facial expression improved speechreading performance. This was found in a happy script but also when the script was neutral and when no script information was presented. The implications from the studies were discussed in relation to current speech perception models. A framework for visual speechreading of emotional sentences was presented. The framework consists of three parallel streams of information processing, a script stream, an emotional content stream and a facial expression stream. Two processes, a perceptual analysis of the lip movements and an on-going checking process of the script and the facial expression are also part of the framework. If the perceptual analysis fits with the facial expression, the emotional signal, and the knowledge activated from the script, comprehension is optimized and the speechreading is successful.

  • 197.
    Johansson, Madelaine
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences.
    Högskolepedagogik och examination: universitetsläraruppdragets Janusansikte?2014Report (Other academic)
    Abstract [sv]

    Syftet med denna rapport är att bidra med ett underlag som stöd för universitetslärare i rollen som examinator och som kurs- och utbildningsansvariga vid Linköpings universitet. Intentionen är att rapporten ska bidra med kunskap och idéer inför val vad gäller design av kurser. Fokus ligger på examinationsförfarandet, utifrån såväl pedagogiska som juridiska perspektiv.

    Download full text (pdf)
    Högskolepedagogik och examination: universitetsläraruppdragets Janusansikte?
    Download (pdf)
    omslag
  • 198.
    Johansson, Madelaine
    et al.
    Centre for Academic Development, Karlstad University, Karlstad, Sweden.
    Svensson, Teresia
    Linköping University, Department of Thematic Studies, Tema Environmental Change. Linköping University, Faculty of Arts and Sciences.
    Individual Reflection Paper: Supporting Student's Learning in the Critical Phase of Self-directed Learning in PBL2019In: Journal of Problem Based Learning in Higher Education, ISSN 2246-0918, E-ISSN 0974-276XArticle in journal (Refereed)
    Abstract [en]

    Supporting and assessment of students’ preparation and learning process in problem-based learning (PBL) tutorials has long been a challenge. We present a modified PBL model focussing on the specific critical phase in the PBL process, the self-directed learning phase in between tutorial meetings. The modified seven step PBL model including an Individual reflection paper (IRP) is presented as well as students’ perspectives on the implementation of IRP and information literacy, knowledge gathering, and PBL tutorial work. The assessment of PBL work is complex, and the ways in which IRPs support the tutor’s role as an examiner is beyond the scope of the current study. However, it seems that the students experienced assessment of the IRPs as part of their as a positive driving force in their learning process.

    Download full text (pdf)
    fulltext
  • 199.
    Johansson, Maritha
    et al.
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Educational Sciences.
    Magnusson, Petra
    Högskolan i Kristianstad, Kristianstad, Sweden.
    Läslyftet i praktiken: Analys av ett textmaterial och ett lärarlags samtal2019In: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, ISSN 1504-9922, E-ISSN 1504-9922, Vol. 13, no 1, article id 6Article in journal (Refereed)
    Abstract [en]

    “Reading Enhancement” is a teacher professional learning investment by the Swedish Government based on the work by Timperley et al. (2007). Its aim is to develop teachers’ teaching skills through collegial learning in order to improve the pupils’ ability to read and write. This article reports on a study of how the investment is implemented at a Swedish vocational upper secondary school. The purpose is to understand and discuss the implementation by investigating the educational material studied by the teachers and how it is perceived by them. The analyzed material is 1) the article “To process text – before reading” (Hallesson & Visén, 2016) and 2) a group discussion in a group of seven teachers, a librarian and a discussion supervisor, about the same article. The study uses two methodological approaches: a text analysis (Hellspong & Ledin, 1997) of the article, and a critical discourse analysis (Winther Jørgensen & Phillips, 2000) of the teachers’ discussion. The analysis shows a discrepancy between the article and the teachers. This can partly be explained by the result of the text analysis, which shows that the article contains a large number of abstract concepts and lacks a clear voice. The analysis of the teachers’ discussion shows that the supervisor of the group can only partly manage the distance to the text. The analysis also indicates a mutual agreement in the group that it is hard to see how the ideas offered in the article can be transferred into their daily practices. We interpret this as resistance, since the teachers seem to fear that their teacher identity is threatened. In analogy with Timperley et al. (2007), our study also shows that professional learning is complex and depending on various contextual factors that need to be further investigated.

    Download full text (pdf)
    fulltext
  • 200.
    Jonsson, Linnéa
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Dollsén, Klara
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Användning av IKT i matematikundervisningen: Hur IKT används i matematikundervisningen och vilka faktorer som påverkar detta2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna litteraturstudie var att undersöka hur och när IKT integreras i olika matematikklassrum samt vilka faktorer som påverkar hur det integreras. Resultatet från de olika artiklarna analyserades tillsammans med olika didaktiska perspektiv. Insamling av data skedde till störstadelgenom databassökning på de olika databaserna UniSearch och ERIC. Resultatet visade att integrationen av IKT i matematikklassrum ser olika ut både ur ett globalt och lokalt perspektiv. Dessutom finns det ett flertal kända faktorer som negativt påverkar hur lärare integrerar tekniken i sitt klassrum där några exempel är lärarens självkänsla inom digital kompetens, tillgång till datorer samt avsaknad av ett samband mellan digital kompetens och ämne.

    Download full text (pdf)
    fulltext
1234567 151 - 200 of 398
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf