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Digitala resursers påverkan på delaktighet i lärmiljöer: En studie av högstadieelevers delaktighet
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.ORCID iD: 0000-0002-6121-8404
2024 (Swedish)Doctoral thesis, comprehensive summary (Other academic)Alternative title
Impact of Digital Resources on Participation in Learning Enviroments : A Study of Secondary School Pupils' Participation (English)
Abstract [en]

This dissertation explores the potential of digital resources to support students' participation in learning environments. The research questions focus on the student perspective on participation in formal and informal learning environments, as well as the role digital resources can play in promoting student participation in school instruction.

Four participant-based studies investigate students' and teachers' views on how technology-enhanced learning can benefit the significant interactions that promote participation in learning environments. Students express a lack of digital resources actively supporting their participation in school compared to experiences from their personal lives. They emphasize the need for increased use of digital resources for information management and interactions in the learning process. Teachers stress the importance of being able to provide timely and specific feedback to students through digital platforms. They also express the need to visualize students' reasoning and to compile and have updated results at both individual and group levels. Both teachers and students identify the potential of digital resources to increase student participation, for example, by developing digital resources that can handle information flows and provide a common platform for interaction and collaboration. Learning is facilitated and strengthened by meaningful social participation, which needs to be related to the ongoing development of learning environments in the rapidly changing digital landscape.

To promote student participation with the support of a technology-enhanced learning environment, a balance is required between meeting students' needs, content requirements, and teachers' challenges in conducting quality teaching with digital resources as support. The dissertation presents principles regarding the use of digital resources to promote student participation. The principles focus on accessibility, individual adaptation to different learning styles, and strengthening students' community. These principles, derived from teachers' experiences, are believed to support teachers' pedagogical practices in the aim of increasing student participation in the learning process. Teachers see many applications within technology-enhanced learning to support both student participation and engagement. However, the low availability and reliability of digital resources in schools constitute a significant barrier.

Abstract [sv]

I denna avhandling undersöks potentialen som digitala resurser kan ha för att stödja elevers delaktighet i lärmiljöer. Forskningsfrågorna fokuserar på elevperspektivet på delaktighet i formella och informella lärmiljöer, samt vilken roll digitala resurser kan ha i att främja elevdelaktighet i skolans undervisning.

Fyra deltagarbaserade studier undersöker elevers samt lärares syn på hur teknikförstärkt lärandet kan gynna de betydande interaktioner som främjar delaktighet i lärandemiljöer. Elever uttrycker brist på digitala resurser som aktivt stödjer deras delaktighet i skolan, jämfört med erfarenheter från deras privatliv. De betonar behovet av ökad användning av digitala resurser när det kommer till informationshantering och interaktioner i lärprocessen. Lärare betonar vikten av att kunna ge aktuell och snabb feedback till eleverna via digitala plattformar. Lärarna uttrycker även behovet av att kunna visualisera elevernas resonemang och av att kunna sammanställa och ha uppdaterade resultat på både individ- och gruppnivå. Både lärarna och eleverna identifierar potentialen hos digitala resurser för att öka elevernas delaktighet, ex. genom att utveckla digitala resurser som kan hantera informationsflöden och tillhandahålla gemensam plattform för interaktion och samarbete. Lärande underlättas och stärks av ett meningsfullt socialt deltagande, vilket behöver relateras till den pågående utvecklingen av lärmiljöer i det snabbt föränderliga digitala landskapet.

För att främja elevdelaktighet med stöd av en teknikförstärkt lärmiljö krävs en balans mellan att tillgodose elevernas behov, innehållskrav och lärarnas utmaningar för att bedriva kvalitativ undervisning med digitala resurser som stöd. I avhandlingen presenteras principer kring användning av digitala resurser för att främja elevdelaktighet. Principerna är fokuserar på tillgänglighet, individanpassning till olika lärstilar, och att stärka elevernas gemenskap. Dessa principer, som härrör från lärarnas erfarenheter, tros stödja lärares pedagogiska praktik i målsättningen att öka elevernas delaktighet i lärprocessen. Lärarna ser många användningsområden inom teknikförstärkt lärande för att stötta både elevdelaktighet och elevdeltagande. Däremot utgör skolans digitala resursers låga tillgång och tillförlitlighet ett stort hinder.

Place, publisher, year, edition, pages
Stockholm: Institutionen för data- och systemvetenskap, Stockholms universitet , 2024. , p. 110
Series
Report Series / Department of Computer & Systems Sciences, ISSN 1101-8526 ; 24-002
Keywords [en]
digital resources, digital transformation, participatory research, pedagogical practices, pupil participation
Keywords [sv]
digitala resurser, digital transformation, deltagarbaserad forskning, pedagogisk praktik, elevdeltagande
National Category
Human Aspects of ICT Information Systems, Social aspects
Research subject
Man-Machine-Interaction (MMI)
Identifiers
URN: urn:nbn:se:su:diva-227038ISBN: 978-91-8014-625-8 (print)ISBN: 978-91-8014-626-5 (electronic)OAI: oai:DiVA.org:su-227038DiVA, id: diva2:1841336
Public defence
2024-04-09, Aula NOD, NOD-huset, Borgarfjordsgatan 12, Kista, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2024-03-15 Created: 2024-02-28 Last updated: 2024-03-11Bibliographically approved
List of papers
1. Designing for Increased Participation by Using Game-Informed Learning and Role-Play: Pupils as Co-Researchers in a Study on Democracy
Open this publication in new window or tab >>Designing for Increased Participation by Using Game-Informed Learning and Role-Play: Pupils as Co-Researchers in a Study on Democracy
2018 (English)In: Games and Education: Designs in and for Learning / [ed] Hans Christian Arnseth, Thorkild Hanghøj, Thomas Duus Henriksen, Morten Misfeldt, Robert Ramberg, Staffan Selander, Brill Academic Publishers, 2018, no 1, p. 67-88Chapter in book (Refereed)
Abstract [en]

A learning activity inspired by game-informed learning was designed with the aim of promoting participation and critical thinking. The observed learning activity was analysed in order to understand how pupils act within the given and created roles, frames, and positions. The learning activity was based on role play, in which the pupils assumed the role of co-researchers. The implemented role-playing activity included gamification elements (e.g. rewards, narrative, and feedback). We explored the question: How does game-informed learning promote participation? A total of 15 pupils participated in the activity over the course of 16 weeks. When role-playing as co-researchers, the pupils chose their own research question and research methods. The process of this research game was documented in 16 field notes, two interviews with the participating teachers, and several observations. This data was analysed according to Goffman’s and Mead’s concepts of role. The findings indicate that several factors affect pupils’ engagement in the role of co-researchers: being perceived as professionals, interacting and communicating in a new location and setting, giving and receiving feedback, and being recognised through the results obtained. The study contributes to the understanding that a design focused on such factors can facilitate children’s participation.

Place, publisher, year, edition, pages
Brill Academic Publishers, 2018
Series
Gaming Ecologies and Pedagogies Series, ISSN 2589-9880 ; Volume: 2
Keywords
game-informed learning, co-researcher, participation, role-play, critical thinking
National Category
Information Systems
Research subject
Information Society
Identifiers
urn:nbn:se:su:diva-178741 (URN)10.1163/9789004388826_005 (DOI)978-90-04-38881-9 (ISBN)978-90-04-38880-2 (ISBN)978-90-04-38882-6 (ISBN)
Available from: 2020-02-03 Created: 2020-02-03 Last updated: 2024-02-28Bibliographically approved
2. Pupils Participation in a Technology-Rich Environment: A Study of Pupil Perspective on Learners' and Teachers' Roles
Open this publication in new window or tab >>Pupils Participation in a Technology-Rich Environment: A Study of Pupil Perspective on Learners' and Teachers' Roles
2021 (English)In: International Journal: Emerging Technologies in Learning, ISSN 1868-8799, E-ISSN 1863-0383, Vol. 16, no 10, p. 255-273Article in journal (Refereed) Published
Abstract [en]

It has been argued that participation as involvement as well as taking part in decision making is a fundamental part of learning. The first large arena for experiencing this for many young people is the school. This paper investigates how 16 pupils at grade eight view their own and their teacher’s role when it comes to facilitating participation. The pupils are interviewed the semester after a long researcher led participation project and the interviews are analyzed using thematic analysis. The analysis identifies four different types of participation from the pupils’ responses. These four types can be connected to passive and active participation as well as participation as involvement and participation as influence

Keywords
Pupil participation, pupil perspective, teacher role, pupil role, digital tool
National Category
Information Systems
Research subject
Information Society
Identifiers
urn:nbn:se:su:diva-200625 (URN)10.3991/ijet.v16i10.20093 (DOI)
Available from: 2022-01-08 Created: 2022-01-08 Last updated: 2024-02-28Bibliographically approved
3. Students' perspective on the use of digital tools for participation in the school/classroom
Open this publication in new window or tab >>Students' perspective on the use of digital tools for participation in the school/classroom
2018 (English)In: EDULEARN18: Proceedings, The International Academy of Technology, Education and Development, 2018, p. 5291-5297Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
The International Academy of Technology, Education and Development, 2018
Series
EDULEARN proceedings, E-ISSN 2340-1117
National Category
Information Systems
Research subject
Information Society
Identifiers
urn:nbn:se:su:diva-158956 (URN)10.21125/edulearn.2018.1282 (DOI)978-84-09-02709-5 (ISBN)
Conference
10th International Conference on Education and New Learning Technologies, Palma, Spain, 2-4 July, 2018
Available from: 2018-08-20 Created: 2018-08-20 Last updated: 2024-02-28Bibliographically approved
4. Participatory Design with Teachers: Designing the Workshops
Open this publication in new window or tab >>Participatory Design with Teachers: Designing the Workshops
2016 (English)In: Proceedings of the 5th International Conference on Designs for Learning / [ed] Anne-Mette Nortvig, Birgitte Holm Sørensen, Morten Misfeldt, Rikke Ørngreen, Benjamin Allsopp, Birgitte Henningsen, Heidi Hautopp, Aalborg: Aalborg University Press , 2016, p. 269-282Conference paper, Published paper (Refereed)
Abstract [en]

Participatory methods are becoming more and more commonly used in social research. These methods are used in a variety of research fields, such as; Human Computer Interaction, Education, Public Health, Civic Engagement, and so on. Participatory methods are valuable because they utilize the knowledge and experience of all the collaborators. The paper focuses on the participatory design process performed with a group of junior high school teachers and the conditions for the development of a pedagogical practice. The process, which aimed for supporting increased pupil participation, was fuelled by the development of a pedagogical model at four workshops during 2015 (April to September). Main findings from the analysis of these workshops propose that participatory design as an action research method support the appropriation of new pedagogical approaches in general, and the understanding of the possibilities of supporting pupil participation in formal education in particular.

Place, publisher, year, edition, pages
Aalborg: Aalborg University Press, 2016
Keywords
Pupil Participation, Participatory Design, Action Research, Participatory Methods, elevdeltagande, deltagande design, aktionsforskning, deltagandebaserad forskningsmetod
National Category
Information Systems, Social aspects
Research subject
Information Society
Identifiers
urn:nbn:se:su:diva-153270 (URN)9788771125696 (ISBN)
Conference
5th International Conference on Designs for Learning, Copenhagen, Denmark, May 18-20, 2016
Available from: 2018-02-23 Created: 2018-02-23 Last updated: 2024-03-08Bibliographically approved
5. Teachers' Perspectives on Using Technology to Facilitate Pupil Participation
Open this publication in new window or tab >>Teachers' Perspectives on Using Technology to Facilitate Pupil Participation
2024 (English)In: International Journal: Emerging Technologies in Learning, ISSN 1868-8799, E-ISSN 1863-0383, Vol. 19, no 02, p. 14-40Article in journal (Refereed) Published
National Category
Social Sciences Human Aspects of ICT
Research subject
Man-Machine-Interaction (MMI); Computer and Systems Sciences
Identifiers
urn:nbn:se:su:diva-227037 (URN)10.3991/ijet.v19i02.45931 (DOI)
Available from: 2024-02-28 Created: 2024-02-28 Last updated: 2024-02-28

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Öberg, Johanna

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