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  • 1
    Online Resource
    Online Resource
    Teaching in the Age of Covid-19
    Springer Science and Business Media LLC ; 2020
    In:  Postdigital Science and Education Vol. 2, No. 3 ( 2020-10), p. 1069-1230
    Details
    In: Postdigital Science and Education, Springer Science and Business Media LLC, Vol. 2, No. 3 ( 2020-10), p. 1069-1230
    Type of Medium: Online Resource
    ISSN: 2524-485X , 2524-4868
    URL: Article
    DOI: 10.1007/s42438-020-00169-6
    Language: English
    Publisher: Springer Science and Business Media LLC
    Publication Date: 2020
    detail.hit.zdb_id: 2943624-2
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  • 2
    Online Resource
    Online Resource
    Teaching in the Age of Covid-19—1 Year Later
    Springer Science and Business Media LLC ; 2021
    In:  Postdigital Science and Education Vol. 3, No. 3 ( 2021-10), p. 1073-1223
    Details
    In: Postdigital Science and Education, Springer Science and Business Media LLC, Vol. 3, No. 3 ( 2021-10), p. 1073-1223
    Type of Medium: Online Resource
    ISSN: 2524-485X , 2524-4868
    URL: Article
    DOI: 10.1007/s42438-021-00243-7
    Language: English
    Publisher: Springer Science and Business Media LLC
    Publication Date: 2021
    detail.hit.zdb_id: 2943624-2
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  • 3
    Online Resource
    Online Resource
    Teaching in the Age of Covid-19—The New Normal
    Springer Science and Business Media LLC ; 2022
    In:  Postdigital Science and Education Vol. 4, No. 3 ( 2022-10), p. 877-1015
    Details
    In: Postdigital Science and Education, Springer Science and Business Media LLC, Vol. 4, No. 3 ( 2022-10), p. 877-1015
    Type of Medium: Online Resource
    ISSN: 2524-485X , 2524-4868
    URL: Article
    DOI: 10.1007/s42438-022-00332-1
    Language: English
    Publisher: Springer Science and Business Media LLC
    Publication Date: 2022
    detail.hit.zdb_id: 2943624-2
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  • 4
    Online Resource
    Online Resource
    Educational Development - Challenges, Opportunities, Tools and Techniques
    Academic Conferences International Ltd ; 2022
    In:  European Conference on e-Learning Vol. 21, No. 1 ( 2022-10-21), p. 264-271
    Details
    In: European Conference on e-Learning, Academic Conferences International Ltd, Vol. 21, No. 1 ( 2022-10-21), p. 264-271
    Abstract: : As pointed out by many researchers, the ongoing pandemic has been a catalyst for educational development. With the increasing need for reskilling and lifelong learning, the current model of technology-enhanced learning needs updating, and so does also the university programmes for bachelor's and master's students. This study is based on an online brainstorming session and submitted development plans in the HEaD (Higher Education and Digitalisation) project, a five-year initiative for technology-enhanced educational development. HEaD is a development project aimed at supporting university teachers to work with research and development in the field of technology-enhanced and lifelong learning. As the research strategy, an action research approach was used, with the purpose of improving the educational process where authors also have the roles of teachers and facilitators. The aim of the study is to describe and discuss pilot project members' perceptions of challenges, opportunities, tools and techniques in higher education development. Data gathered from workshop discussion summaries and project plans were thematically analysed. Ideas from the workshop sessions were written down and saved with the use of the digital notice board Padlet. Results from the thematic analysis have been grouped into the four predefined categories of challenges, opportunities, tools and techniques. Findings show that course participants and project members have interesting ideas that have the potential to reinforce the current educational model at the university. Several tools and techniques that could support synchronous as well as asynchronous online learning will be tested and evaluated. Both the workshop summaries and the project plans show a high degree of creativity, but on the other hand, the method descriptions were scarce and would need improvement. The conclusion is that the project has had a good start if seen as development, but that there is a need for improvement and more input to achieve the intended core idea of research and development.
    Type of Medium: Online Resource
    ISSN: 2048-8645 , 2048-8637
    URL: Article
    DOI: 10.34190/ecel.21.1.626
    Language: Unknown
    Publisher: Academic Conferences International Ltd
    Publication Date: 2022
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  • 5
    Online Resource
    Online Resource
    Remaking and reinforcing mathematics and technology with programming – teacher perceptions of challenges, opportunities and tools in K-12 settings
    Emerald ; 2020
    In:  The International Journal of Information and Learning Technology Vol. 37, No. 5 ( 2020-08-26), p. 309-321
    Details
    In: The International Journal of Information and Learning Technology, Emerald, Vol. 37, No. 5 ( 2020-08-26), p. 309-321
    Abstract: The purpose of this study is to analyse and discuss K-12 mathematics and technology teachers' perceptions on integrating programming in their teaching and learning activities, and perceptions on different programming tools. Design/methodology/approach The approach of a case study was used, with data collected from three instances of a professional development programming course for K-12 teachers in mathematics and technology. Findings The findings show that there are perceived challenges and opportunities with learning and integrating programming, and with different programming tools. Many teachers perceive programming as fun, but lack the time to learn and implement it, and view different programming tools as both complementary to each other and with individual opportunities and challenges. Practical implications The practical implication of the research is that it can provide guidance for teachers and other stakeholders that are in the process of integrating programming in K-12 education. Further, the research provides useful information on teachers' experiences on working with different programming tools. Social implications The social implication of the research is that the overall aim of the nation-wide integration process might not succeed if the challenges identified in this study are not addressed, which could have negative effects on the development of students' digital competence. Originality/value The value of the research is that it identifies important challenges and opportunities for the integration of programming. That is, that many teachers perceive the different programming tools available as complimentary to each other, but are hesitating about what is expected of the integration. Findings could also be valuable for future course design of the teacher professional development.
    Type of Medium: Online Resource
    ISSN: 2056-4880
    URL: Article
    DOI: 10.1108/IJILT-02-2020-0021
    Language: English
    Publisher: Emerald
    Publication Date: 2020
    detail.hit.zdb_id: 2807379-4
    SSG: 24,2
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  • 6
    Online Resource
    Online Resource
    Problems Affecting Successful Implementation of Blended Learning in Higher Education - The Teacher Perspective
    Walter de Gruyter GmbH ; 2017
    In:  International Journal of Information and Communication Technologies in Education Vol. 6, No. 2 ( 2017-05-24), p. 4-13
    Details
    In: International Journal of Information and Communication Technologies in Education, Walter de Gruyter GmbH, Vol. 6, No. 2 ( 2017-05-24), p. 4-13
    Abstract: An increased use of blended learning environments in higher education has been an emerging trend in the 21st century. Sometimes the definition of blended learning has been so broad that it makes it hard to find any learning environment in higher education that would not be included. Many research studies have been reporting the pros and cons of blended learning from the university perspective and the learner perspective. There are less studies on the teacher view of blended learning environments. This study had the aim to explore, analyse and discuss teachers’ perceived problems and barriers to a successful implementation of blended learning at university level. The used research strategy was a qualitative cross-sectional study where data has been collected with semistructured interviews. Six teachers that all are subject matter experts and instructional designers for courses on computer science were interviewed. In a computer assisted thematic analysis found codes and keywords was grouped together to create themes. Four themes or problematic areas were found, and that they combined could give an explanation to what teachers experience as problems when implementing blended learning environments. First theme is documentation and support, where teachers find the scarcity of documentation in their virtual learning environment a problem for implementing extension modules. Second theme is introduction and training, where teachers find it problematic that they rarely get a proper introduction or further training on the use of tools and modules. Third theme is the time aspect, teachers suffer from the lack of time to implement blended learning thoroughly in their courses. Last found theme is didactics, where teachers do not feel that they have the required knowledge or skills to apply the appropriate instructional design for blended learning environments.
    Type of Medium: Online Resource
    ISSN: 1805-3726
    URL: Article
    DOI: 10.1515/ijicte-2017-0001
    Language: Unknown
    Publisher: Walter de Gruyter GmbH
    Publication Date: 2017
    detail.hit.zdb_id: 2898912-0
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  • 7
    Online Resource
    Online Resource
    Grades 7–12 teachers' perception of computational thinking for mathematics and technology
    Frontiers Media SA ; 2023
    In:  Frontiers in Education Vol. 8 ( 2023-3-29)
    Details
    In: Frontiers in Education, Frontiers Media SA, Vol. 8 ( 2023-3-29)
    Abstract: An ongoing trend on a global scale is the integration of computer science and programming in K-12 education. The integration has been motivated by the needs of the present and future labor market but also by the assumption that skills related to computer science and programming are valuable for citizens to navigate an increasingly digitalized society. Computational thinking (CT) is a concept that aims to define and summarize skills associated with programming and computer science and has received wide recognition within research and education. But how do the teachers perceive this concept, and how do they relate it to their own teaching and learning activities? This study aims to investigate and discuss teachers' perceptions of CT in grades 7–12 mathematics and technology. Methods Data have been collected from essay assignments in three instances of a professional development course on fundamental programming for grades 7–12 teachers in mathematics and technology. In the essays, the teachers reflect on CT in relation to mathematics and technology and teaching and learning activities in these subjects. With a theoretical framework for CT, the collected data have been analyzed with a directed content analysis approach to identify categories of interests for CT in relation to grades 7–12 mathematics and technology. Results The results of the study show that the teachers perceive both opportunities and challenges in applying the CT concept in their teaching and learning activities. For example, it can strengthen the subjects through new practices and reinforce old practices, but it could be too complex and perceived as difficult by some students. Furthermore, many of the teachers perceive CT not only to be relevant for mathematics and technology but also for learning in general. Discussion The conclusion of the study is that CT has the potential to enhance teaching and learning activities in mathematics, technology, and other STEM subjects. If this should be successful, CT must not be involved too abstractly or too superficially. This study contributes to the discussion on CT in K-12 education, adding the teachers' perspective. The findings of this study can be used by teachers and other stakeholders in the design of classroom activities that apply the CT concept.
    Type of Medium: Online Resource
    ISSN: 2504-284X
    URL: Article
    DOI: 10.3389/feduc.2023.956618
    Language: Unknown
    Publisher: Frontiers Media SA
    Publication Date: 2023
    detail.hit.zdb_id: 2882397-7
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  • 8
    Online Resource
    Online Resource
    Implementation of Emergency Management Exercises as Alternate Reality Games – Students’ Perceptions
    International Association of Online Engineering (IAOE) ; 2022
    In:  International Journal of Emerging Technologies in Learning (iJET) Vol. 17, No. 06 ( 2022-03-29), p. 181-193
    Details
    In: International Journal of Emerging Technologies in Learning (iJET), International Association of Online Engineering (IAOE), Vol. 17, No. 06 ( 2022-03-29), p. 181-193
    Abstract: Emergency management exercises could be carried out as simulations or serious games, as they allow for infinite replications in which participants can make mistakes without negative consequences. Alternate reality games (ARGs) offer a model for interactive networked narratives based on realistic and immersive emergency scenarios, and possibilities for collaborative problem solving with peer-to-peer communication. The aim of the paper is to analyze and discuss students’ attitudes towards the implementation of an emergency management exercise as a game inspired by ARGs, comprising a virtual crisis management exercise system. The study on which the paper is based was conducted using a qualitative approach together with a literature review and a thematic analysis of university students’ answers to an evaluation questionnaire, following their participation in a virtual exercise with an ARG design. The findings suggest that ARG concepts have potential in emergency management training and could be tested with rescue services staff, also across national borders. Realism should however be increased and additional ARG concepts added.
    Type of Medium: Online Resource
    ISSN: 1863-0383
    URL: Article
    DOI: 10.3991/ijet.v17i06.27937
    Language: Unknown
    Publisher: International Association of Online Engineering (IAOE)
    Publication Date: 2022
    detail.hit.zdb_id: 2244179-7
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  • 9
    Online Resource
    Online Resource
    Content Analysis or Thematic Analysis: Doctoral Students' Perceptions of Similarities and Differences
    Academic Conferences International Ltd ; 2022
    In:  Electronic Journal of Business Research Methods Vol. 20, No. 3 ( 2022-11-08), p. 89-98
    Details
    In: Electronic Journal of Business Research Methods, Academic Conferences International Ltd, Vol. 20, No. 3 ( 2022-11-08), p. 89-98
    Abstract: This paper is a review of content analysis or thematic analysis which is further explored though the lens of impressions of doctoral students who attended a presentation on the subject.The long tradition of quantitative research still dominates many university courses on research methodology and data analysis. During the 20th century the field of qualitative research has had a growing need for new analysis methods that accommodate qualitative data and two frequently used methods are content analysis and thematic analysis. They have several things in common and sometimes, they have been understood by researchers to be interchangeably. It has been argued by some researchers that conventional content analysis has really the same functional approach to analysing data as an inductive thematic analysis. This study reports on two webinars on qualitative analysis involving doctoral students and facilitated by the authors. The webinars presented, discussed content analysis and thematic analysis, and gathered participants’ reflections on these methods using a Padlet (padlet.com). The aim of the study was to analyse and describe doctoral students' perceptions of content analysis and thematic analysis. The data collected has been analysed using conventional content analysis applying an abductive coding approach. The study identifies several perceived similarities and differences between the two methods, but also opportunities and challenges for applying them. Findings highlight that the two methods are perceived to be applicable to different types of research. Furthermore, they offer similar challenges to the researcher including their potential for bias and could be considered a choice between an intuitive and a practical approach to analysis. Many of the identified perceptions can be related to previous literature on content analysis and thematic analysis. However, other perceptions seems to indicates a need for more thorough and nuanced discussions on methods for qualitative analysis. The study suggest that more efforts should be made to support doctoral students in attaining a nuanced understanding of qualitative methods for analysis.
    Type of Medium: Online Resource
    ISSN: 1477-7029
    URL: Article
    DOI: 10.34190/ejbrm.20.3.2920
    Language: Unknown
    Publisher: Academic Conferences International Ltd
    Publication Date: 2022
    detail.hit.zdb_id: 2229453-3
    SSG: 3,2
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  • 10
    Online Resource
    Online Resource
    Aspectos importantes de los proyectos ict4d, hacia un modelo para la evaluación de calidad
    Universidad Nacional Abierta y a Distancia ; 2009
    In:  Revista de Investigaciones UNAD Vol. 8, No. 1 ( 2009-04-10), p. 31-
    Details
    In: Revista de Investigaciones UNAD, Universidad Nacional Abierta y a Distancia, Vol. 8, No. 1 ( 2009-04-10), p. 31-
    Abstract: 〈 p align="left" 〉 La Tecnología de Comunicación e Información para el Desarrollo [Information and Communications Technology (ict4d)] es un enfoque adoptado para mejorar las condiciones socioeconómicas en países pobres. Esta incluye 〈 em 〉 e-learning 〈 /em 〉 , 〈 em 〉 software 〈 /em 〉 abiertos y cerrados, e-democracia, medios digitales, e-gobierno, capacidad de construcción y desarrollo de infraestructura. Billones de dólares son invertidos en dichos programas, financiados por organizaciones internacionales de beneficencia, agencias financiadas por el Estado, y compañías multinacionales privadas. Algunos problemas bien conocidos son la falta de infraestructura, el crimen, y la falta de adaptación a los contextos socioculturales. Es un campo multidisciplinario, con múltiples acreedores, y un campo multimedia complejo, con un marco teórico emergente. 〈 /p 〉 〈 p align="left" 〉 Este ensayo identifica y examina aspectos de calidad importantes de los proyectos ict4d y provee ejemplos empíricos para ilustrar cada aspecto. La pregunta general de este estudio es: ¿Qué hace que algunos proyectos ict4d sean más exitosos que otros? Basados en la experiencia personal del autor, con proyectos en Sri Lanka, Uganda y Vietnam, así como en análisis de otros proyectos, los siguientes aspectos de calidad son considerados como cruciales para la implementación exitosa de la ict (Tecnología de Comunicación e Información) en proyectos de desarrollo: 1) Necesidades locales auténticas; 2) Propiedad local; 3) Limitaciones reales; 4) Redes de aptitudes; 5) Estrategia de comunicación; 6) Horizonte de planeación; 7) Documentación/resultados medibles; 8) Recursos y sustentabilidad; 9) Diversión/Motivación. La importancia de los aspectos mencionados es discutida y explicada en este artículo. 〈 /p 〉 〈 p align="left" 〉 Las áreas temáticas identificadas proveen una base para un modelo emergente, previsto para ser útil en la fase de diseño y planeación, y para la evaluación y monitoreo de los proyectos ict4d. 〈 /p 〉
    Type of Medium: Online Resource
    ISSN: 2539-1887 , 0124-793X
    URL: Article
    DOI: 10.22490/25391887.620
    Language: Unknown
    Publisher: Universidad Nacional Abierta y a Distancia
    Publication Date: 2009
    detail.hit.zdb_id: 2940507-5
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