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Hvordan innvirker nettbasert studieform på studentenes motivasjon, aktivitetsnivå og læringsutbytte? : Utvikling og innføring av nettbasert studiemodul i nukleærmedisin for radiografstudenter
No full textBachelor\u27s degree in radiography is a high-tech health education. The subject nuclear medicine has been characterized by traditional and passive teaching methods with demotivated and inactive radiography students. As a tool to promote student activity, motivation, and learning, we developed and applied a new digital online teaching module in the subject nuclear medicine. In this study, we seek answers to how different learning resources, activities and especially how an online teaching module affect the student\u27s motivation, activity level and learning outcomes. We used an evaluation to obtain quantitative data from the radiography students\u27 assessments and to elaborate answers related to the questionnaire we conducted a group interview. The online modules were described as motivating, activating, and provided better learning outcomes. Moreover, exam-relevant tests, feedbacks, as well as structure and information were perceived as important factors for motivation, activity and learning outcomes. Our main findings suggest that use of an online module should be designed in a pedagogic and a didactic way that promotes the cognitive and social aspect of learning in relation to the topic.Bachelorutdanning i radiografi er en høyteknologisk helsefaglig utdannelse der emnet nukleærmedisin har vært preget av tradisjonelle og passive undervisningsformer med demotiverte og lite aktive radiografstudenter. Som et verktøy til å fremme studentaktivitet, motivasjon og læring har vi utviklet en nettbasert studiemodul i nukleærmedisin. I denne studien søker vi svar på hvordan den nettbaserte studieformen innvirker på studentetens motivasjon, aktivitetsnivå og læringsutbytte. Vi benyttet en spørreundersøkelse til å innhente data fra radiografstudentenes vurderinger om hvordan ulike læringsressurser og aktiviteter innvirker på motivasjon, aktivitetsnivå og læringsutbytte. For å få utdypende svar ble det gjennomført fokusgruppeintervju med informanter som hadde svart på spørreundersøkelsen. Resultatene fra spørreundersøkelsen viser at studentene ofte benytter ulike læringsressurser som de selv finner. Eksamensrelevante tester, tilbakemeldinger, samt struktur og informasjon oppfattes av studentene som viktige faktorer for motivasjon, aktivitet og læringsutbytte. De nettbaserte studiemodulene beskrives som motiverende, aktiverende og ga bedre læringsutbytte. Til slutt har vi sammenlignet eksamensprestasjonen i nukleærmedisin til studentene med og uten bruk av nettbasert studiemodul. Nettstudier bør utformes i lys av det pedagogiske og fagdidaktiske innholdet, hvor man tar i betrakting både de kognitive og sosiokulturelle perspektivene på læring
Reengaging in their future: Students’ experiences of preparedness for education and training after attending a transitional school year
Get PDFThis study aimed to explore how students describe their preparedness for education and training after attending the additional school year following lower secondary school. The main purpose of the additional school year is to prepare youths for upper secondary school. The aim is to increase their chances of completion by providing students with an adapted and flexible schooling arena. The target group are students who have completed lower secondary school but are at risk of early school leaving (ESL) due to numerous risk factors, such as low academic achievement, lack of a sense of belonging to the school, or lack of parental involvement. Little is known, however, about how students experience preparedness for future education after attending an additional school year. Drawing on the theoretical underpinnings of disengagement and re-engagement, the present study addressed this gap by examining how 17 youths (age 16) attending the additional school year experienced readiness for future education and training. Data comprised individual interviews with youths in the target group. The reflexive and thematic approach to analysis indicated that students’ experiences of preparedness were characterized by a process of re-engagement in the present and for the future, including social, academic, and practical preparedness. Preparedness is discussed as many-faceted, intertwined with affordances of alternative schooling, and a process of re-engagement. Implications for alternative and conventional schooling are discussed
The Third Site: Blending Polyphonic Methodology and Epistemology
Get PDFThis article discusses how art and academia can intervene in what the authors call the third site. The authors’ common ground lies in an interest in artistic encounters between people where art and academia bring new discoveries on both the personal and the professional level. The core of this article is the lecture performance in which the authors explore boundaries of the personal, academia and art. By using artistic, art-based, and scientific approaches, they explore how established positions in art and academia can blend polyphonic methodology and epistemology. In their performative writing they use this artistic competence as their starting point, using performativity as an active event that produces representations of lived lives, the production of existential empiricism. Their endeavour is to illuminate value-related and new questions through art making and establish an epistemological and methodological basis for working with art and academia. The authors believe that the blurring of borders between art and academia contributes to epistemological and methodological pluralism.
Through artistic experiences, academia becomes vital and varied, creating a diversity of ways in which knowledge and the meaning of life can be represented.This article discusses how art and academia can intervene in what the authors call the third site. The authors’ common ground lies in an interest in artistic encounters between people where art and academia bring new discoveries on both the personal and the professional level. The core of this article is the lecture performance in which the authors explore boundaries of the personal, academia and art. By using artistic, art-based, and scientific approaches, they explore how established positions in art and academia can blend polyphonic methodology and epistemology. In their performative writing they use this artistic competence as their starting point, using performativity as an active event that produces representations of lived lives, the production of existential empiricism. Their endeavour is to illuminate value-related and new questions through art making and establish an epistemological and methodological basis for working with art and academia. The authors believe that the blurring of borders between art and academia contributes to epistemological and methodological pluralism.
Through artistic experiences, academia becomes vital and varied, creating a diversity of ways in which knowledge and the meaning of life can be represented
What is the Public Interest in Professional Regulation? Canadian Regulatory Leaders’ Views in a Context of Change
Get PDFProfessions are regulated in the public interest, but precisely what the term “public interest” means can vary across time and place. Research exploring changes to professional regulation in the West has begun to identify such shifts: for instance, highlighting the emphasis on consumer satisfaction and public protection over other potential meanings of the public interest. To understand these societal shifts and their implications for professional regulation, this article first reviews neo-Weberian theories of rationalization, and empirical literature. Subsequently, it presents findings from interviews with regulatory leaders across six Canadian provinces to determine if the trends in rationalization identified are reflected in leaders’ accounts of professional regulation in the public interest. Interviews reveal that many leaders define the public interest in ways consistent with technical rationality, including a safety lens and consumer orientation; however, there is also evidence of broader meanings and values. The implications of these findings are discussed
Special issue title: Mattering seductions in undisciplined qualitative inquiry
Get PDFReturning is a paradox; even more so as an orientation to(wards) the seductive forces that we return (to) throughout this special Issue. One can return and never return all at once. Return is like a wave; it turns itself – returns that never return to how it was in the beginning. There is no clearly identifiable beginning; there is no end or ending. This introduction desires to do exactly that: to fold our academic-writing-matter in the mess and mass of such academic workings. Theory and theoretical contexts seduce us and we would like to share some forces of that seduction with you, our readers. And yet! We sit in this writing with the (im)possibilities in such desires for sharing. Seduction might not communicate itself, might not show its character and elements, and it might not even produce something tangible and sharable. In such absence, will seduction be at work then? Will diffractive forces of seduction be muted and decapitated? Might the seduced and seductive body of academic-writing-matter matter in its absence? This introduction will … [hmmm! This impulse to identify a neat start, an originary point, operates as a such a strong force
Contagious Sapiosexuality: Dreaming Conference Seduction as Ethics of Qualitative Research
Get PDFIn this paper we engage Baudrillard’s (1979/1990) writings on seduction to ‘dream up’ seduction as an ethical and generative-destructive force of qualitative research. Beginning with a dreamy conference seduction, we argue that seduction keeps us qualitative researchers thinking, moving, risking, and being passionate about our work and each other. As a playful, sometimes frivolous, yet deeply terrifying process, seduction moves us beyond ourselves and into theoretical unknowns; enables us to risk ourselves in ethically listening to others’ truths. We show and argue that conferences can be ripe spaces for the spread of contagious sapiosexuality and urge qualitative researchers to experiment and play with conference seductions
Narrative Inquiry as an Arena for (Polish) Caregivers’ Retelling and Re-experiencing of Norwegian Kindergarten: A Question of Redefining the Role of Research
Get PDFThis study shows how conducting a narrative inquiry with migrant parents not only serves as a means of collecting their experiences of kindergarten services but also opens up a communicative space that allows for engagement with stories different from one’s own, and thus allows for the re-experiencing of the services provided. The presented re-experiences were ultimately found to be necessary for the participating parents to understand the values and knowledge underpinning kindergarten practices and routines, and thus to engage meaningfully and authentically with kindergartens. In the material presented, re-experiencing comprises the process of relating to the retold narrative’s temporality and sociality, which are oriented toward facilitating engagement with other people’s stories, as well as with one’s own and others from the past. The conclusion drawn was that the communicative spaces created through narrative inquiry have the potential to support kindergarten’s work in enhancing authentic partnerships with (particularly migrant) parents and addressing the democratic deficit in the involvement of (migrant) parents. Diverse ways of using narrative inquiry as facilitating parental engagement in the synergy between academia and the early childhood education sector are also reviewed
Interventions for Inclusion in TVET through Private-Public Development Partnership in Ethiopia and Zambia
Get PDFThe study is about reconfiguring Technical and Vocational Education and Training (TVET) through Private-Public Development Partnership (PPDP) for the inclusion of disadvantaged groups in Ethiopia and Zambia. A PPDP is a cooperation between national and foreign actors targeted at development activities and is a governmental strategy to increase the standard of TVET, including strategies to include disadvantaged learners. This article focuses on two PPDPs, one comprising a TVET college in Ethiopia and another in Zambia. The aim is to analyse and compare the curricular strategies of these two PPDPs to revamp TVET for the inclusion of disadvantaged learners. Data was generated through document analysis, interviews and focus groups. The findings indicate that both PPDPs served as an intervention to the TVET institutions, thereby including disadvantaged learners in contexts of huge inequality of opportunities. The article points to tensions relating to inclusion, particularly about how global educational policy trends contend with the realities in local labour markets and the needs of TVET graduates who will work therein.
What makes supported internships an effective approach to VET?
Get PDFInternationally, there have been varied attempts to secure the inclusion of young people with Special Educational Needs and Disabilities (SEND) in Vocational Education and Training (VET). This paper investigates supported internships (SIs), which are programmes that include college courses in numeracy and literacy, workplace learning, and broader life skill development. Drawing on an empirical study of one SI in England, this paper focuses on the pedagogic structure of SIs to explore how systematic instruction combines with elements of the workplace environment to bring about successful vocational learning for young people with SEND. It considers whether the expansive-restrictive conceptualisation of apprenticeship learning explains successful outcomes within an SI. A case study approach using a qualitative methodology of semi-structured interviews was adopted to explore the experiences of people involved in the SI. These included two job coaches, four colleagues, six interns and three graduates from the SI. Thematic analysis revealed this SI facilitates workplace learning for young people with SEND because it models an expansive (not reductive) approach to internships. Systematic instruction did not result in restrictive learning because of role design and broader organisational features. A key facilitating aspect was that the design of the internship fostered opportunities to develop identity through crossing boundaries. Implications for the design of SIs (to facilitate social inclusion and ensure employment outcomes for young people with SEND) are discussed
Teachers’ Experiences and Role in the Design Process of Online Degree Programmes in Higher Education
Get PDFBackground The study was conducted at a university of applied sciences in Finland. The viewpoint is of those online degree programme teachers involved in the initial steps of design and implementation of the first online degree programmes in the organisation that follows a pedagogical strategy in all its operations.
Objectives The teachers as implementers of the intended pedagogical solution have an important role in the design process. Their views were sought to gain information about their experiences of the intended design of online degree programmes in the local context.
Methods This study presents the results of the second cycle of a design-based research (DBR) process in the holistic design of online degree programmes. Focus group interview and thematic analysis were used to gain the teachers’ experiences of the holistic design to further develop the initial design created in the first cycle.
Findings The results reveal teachers’ positive and negative experiences of the holistic online degree programme design in three layers: organisational, pedagogical and online degree programme. Results include several new considerations, including management support, collegial support, collaboration and co-creation, online degree community, extended online and onsite teaching environments, blended education, and international aspects.
Conclusions The results indicate that it is important for higher education organisations to involve teachers in the design process of online degree programmes. The resulting design principles may be of interest to those managers, coordinators and educators developing higher education online degree programmes