The aim of this paper is to describe student–student online coaching, defined as “an online service where a student gets support on a specific subject matter from a more experienced student”. Student–student online coaching emphasizes learning a subject matter by giving a student the opportunity to get coached by a coach, i.e. a more experienced student. Online coaching is encouraged by an organization, but the control of learning is primarily in the hands of the student. An example of online coaching is described, i.e. math coaching by instant messaging. A key challenge for coaches is to interpret the students' competence level, despite that they often do not know the students beforehand, in order to coach on a level that is within their zone of proximal development.
Co-authored by Stefan Stenbom. Published in The Internet and Higher Education, in press. Read it!
The aim of this study is to describe and explore how instant messaging (IM) can be used to support informal math coaching. We have studied two projects where university students use IM to coach K-12 students in mathematics. The coaches were interviewed with a focus on how informal coaching works by examining coaching challenges, how coaching can be organized, whether coaching should be anonymous or personal, which tools can be used and how informal math coaching supports learning. Research shows that generating and answering questions are important in the process of understanding and learning, which means that both the students and the coaches can learn math through this type of project. The coaches perceive informal math coaching as complementing online math forums. For students to learn effectively, the coaches need to be able to interpret the students' competence level in order to coach on a level that is within their development zone. It seems particularly challenging to coach at the right level when using IM and, therefore, it is important to establish a personal relationship with the students.
Co-authored by Anneli Edman, Fredrik Andersson, Tanvir Kawnine and Carol-Ann Soames. Published in Interactive Learning Environments, in press. Read it!
Social media in higher education: Introduction to the special issue
Stefan Hrastinski and Vanessa DennenPersonal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning
Nada Dabbagh and Anastasia Kitsantas“Actually, I Wanted to Learn”: Study-related knowledge exchange on social networking sites
Katrin Wodzicki, Eva Schwämmlein and Johannes MoskaliukSerious social media: On the use of social media for improving students' adjustment to college
David C. DeAndrea, Nicole B. Ellison, Robert LaRose, Charles Steinfield and Andrew FioreBlogging as a social medium in undergraduate courses: Sense of community best predictor of perceived learning
Ercan TopSupporting small-group learning using multiple Web 2.0 tools: A case study in the higher education context
Jari Laru, Piia Näykki and Sanna JärveläThe educational use of social annotation tools in higher education: A literature review
Elena Novak, Rim Razzouk and Tristan E. JohnsonSeeing Web 2.0 in context: A study of academic perceptions
Susan A. BrownA case study of Israeli higher-education institutes sharing scholarly information with the community via social networks
Alona Forkosh-Baruch and Arnon Hershkovitz‘Breaking Ground’ in the use of social media: A case study of a university earthquake response to inform educational design with Facebook
Nicki Dabner
Co-edited by Vanessa Dennen, Florida State University. Published in Internet and Higher Education, 15(1). Read it!
The aim of this seminar course is to provide an overview of contemporary research topics in technology-enhanced learning (TEL). The course leaders will lead introductory seminars where they put forth current challenges and emerging TEL topics.
Each participant will chose and present two research papers of high quality and provide a critical examination of its aims, theoretical framing, research approach, findings, analysis and implications. All participants will be expected to read and take part in a critical discussion of the selected papers. The papers should have been published in an established and well-known journal during 2010 or 2011.
There are many high quality research journals that publish papers on online learning. We suggest the following journals included in the ISI journal index: Computers & Education, Journal of Computer Assisted Learning, British Journal of Educational Technology, Interactive Learning Environments, Journal of Educational Technology & Society and The Internet and Higher Education. We also recommend International Review of Research in Open and Distance Learning and International Journal of Technology Enhanced Learning.
The final assignment of the course will be to write a literature review on current TEL research. It should be related to the thesis topic of the PhD student and should encompass 3000-4000 words.
The first set of papers will be discussed during a two-day session at KTH Royal Institute of Technology in Stockholm, October 10-11. The second set of papers will be discussed asynchronously by using KTH social. The final assignments will be discussed in video conference sessions, tentatively December 13-14.
Course leaders:
Stefan Hrastinski, associate professor
Martha Cleveland-Innes, visiting professor
Ambjörn Naeve, head of the knowledge management research group
Olle Bälter, associate professor
If you are enrolled as a PhD student and interested in taking this course, please send an e-mail with a bio to Stefan (stefanhr@kth.se) as soon as possible. The course will include up to ten PhD students.
Social media hype has created a lot of speculation among educators on how these media can be used to support learning, but there have been rather few studies so far. Our explorative interview study contributes by critically exploring how campus students perceive using social media to support their studies and the perceived benefits and limitations compared with other means. Although the vast majority of the respondents use social media frequently, a “digital dissonance” can be noted, because few of them feel that they use such media to support their studies. The interviewees mainly put forth e-mail and instant messaging, which are used among students to ask questions, coordinate group work and share files. Some of them mention using Wikipedia and YouTube for retrieving content and Facebook to initiate contact with course peers. Students regard social media as one of three key means of the educational experience, alongside face-to-face meetings and using the learning management systems, and are mainly used for brief questions and answers, and to coordinate group work. In conclusion, we argue that teaching strategy plays a key role in supporting students in moving from using social media to support coordination and information retrieval to also using such media for collaborative learning, when appropriate.
Co-authored by Nam Aghaee. Published in Education and Information Technologies, in press. Read it!
Dalarna University in collaboration with KTH Royal Institute of Technology invites you to submit session proposals for the Next Generation Learning (NGL) conference, a conference on the implications for learning and education of the digital revolution. The conference is aimed at development and research projects on NGL in both educational and professional settings.
Call for papers: http://bit.ly/mCEc1m
Online education is continuing to gain popularity in educational institutions and organizations. Hitherto, most research has occurred at aggregated levels, while few researchers have studied how and why individuals participate in online education. It is essential to examine individual perceptions and relationships in order to understand how students behave in relation to others. This paper investigates how students of higher education participate in online seminars and why they participate in certain ways. An online class that attended asynchronous and synchronous online seminars was studied. Electronic logs were used to examine how students participated and interviews were used to illustrate why they participated. It was revealed that the participation of students varied between aspects such as exchanging information, managing tasks and providing social support and the emphasis of these aspects were related to the tool they communicated through. A number of participation inhibitors were identified and it was also suggested how these inhibitors can be addressed.
Co-authored by Jimmy Jaldemark. Published in Education and Information Technologies, in press. Read it!
Adopting an interdisciplinary scope, this paper presents a review of research on blogs and blogging within the social sciences and the humanities. It maps out what kind of research has been completed, how it has been performed and what gaps that might need to be filled in this relatively new area of research. More specifically, the paper will analyze all articles on blogs and blogging published until 2009 and indexed by the ISI Web of Knowledge.
Co-authored by Anders Larsson. Published in First Monday, 16(3). Read it!
When: 14 Feb
Where: 1439, 4th floor, Lindstedtsv. 3, KTH
13.15-14.00 - "The LMS doesn't exactly make me a better teacher": Reflections on research on virtual learning environments
Christina Keller, Assistant Professor, Jönköping International Business School and Uppsala University
14.00-14.45 - Institutional strategies and teacher adoption of online education
Ines Casanovas, Lecturer and PhD Student, National Technological University, Argentina, and Jönköping International Business School
14.45-15.15 - Coffee break
15.15-17.00 - Online education in universities: moving from individual adoption to institutionalization
Seminar on Ines Casanovas PhD thesis draft. Please e-mail me if you would like to take part in this session. I will distribute the draft one week prior to the seminar.
Welcome!
INLEDNING
Stefan Hrastinski
KAPITEL 1 Utbildning på nätet: en historisk exposé
Jimmy Jaldemark KAPITEL 2 Framgångsfaktorer för utbildning på nätetChristina Keller och Jörgen LindhKAPITEL 3 Överföring, interaktion eller samarbete?Marie MörndalKAPITEL 4 Goda dialoger som förstärker lärandeEva Rydberg FåhræusKAPITEL 5 Handledning på nätetElisabeth SaalmanKAPITEL 6 Informell coachning på nätetFredrik Andersson, Tanvir Kawnine, Stefan Hrastinski och Anneli EdmanKAPITEL 7 Sociala medier som stöd för lärandeOlle Bälter och Johan ThorbiörnsonKAPITEL 8 Socialt prat i nätbaserad utbildningLinda Reneland-ForsmanKAPITEL 9 Flexibilitet och självreglerat lärande på nätetUlf OlssonKAPITEL 10 Kamratgranskning: att orientera mot lärandeAgneta Hult och Monica LiljeströmKAPITEL 11 Lärares professionella utveckling på nätetAnders D. Olofsson och J. Ola Lindberg
Bevaka boken via Bokus.
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