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Five Misconceptions About Interview Modes or: How to Improve Our Thinking About Face-to-Face Versus Remote Interviewing
Get PDFNew technology brings new methodological opportunities. While long limited to face-to-face interviewing, today’s interview researchers can choose from a plethora of options, including email, instant messaging, telephone, and video interviews. Consequently, the issue of interview modes and their relative strengths and weaknesses has received increased attention. In this article, we take stock of existing writings on interview modes in qualitative interview research. Drawing on key insights from more general theorizing about face-to-face and remote interaction, we identify and challenge five key assumptions in writings about interview modes: (1) that physical co-presence ensures more and better data; (2) that interview modes have determinate effects on interaction; (3) that remote interviewing should seek to replicate face-to-face interviewing; (4) that interviews modes should be held constant within each study; and (5) that face-to-face interviewing is unmediated. We counter each assumption with a series of more productive methodological principles and advance instead a view we call interview mode pluralism, which offers a more nuanced and relational understanding of the strengths and weaknesses of different interview modes. The article thus helps increase the methodological literacy of those conducting and evaluating qualitative interview research, enhancing the likelihood that researchers select those tools best suited for their tasks, and reducing the chance that evaluators dismiss research based on their methodological prejudice.publishedVersio
Attending Behavior in Matching-to-Sample Procedures An Investigation of Variables Affecting Restrictive Stimulus Control and Eye Movements
Get PDFThis dissertation consists of three published studies that have an overarching objective to evaluate various environmental variables' effects on restrictive stimulus control and observing responses, which are behaviors often characterized as attention. Studies 1 and 2 investigated restricted stimulus control in matching-to-sample (MTS) procedures with compound stimuli. In both studies, participants established responses in the presence of compound stimuli of color and shape. The conditional discrimination procedures were followed with a test where the two elements of the compound stimuli were separated and tested individually to examine which part of the stimuli participants attended to or exerted control of the participants’ responses. In Study 1, restrictive stimulus control was investigated in two experiments in an identity MTS procedure. Restricted stimulus control was demonstrated in Experiment 1. In Experiment 2, two groups of participants were compared regarding different lengths of delay (0 and 3s.) between the sample and comparison stimuli presentation in training. Results showed more participants showing restricted stimulus control when trained with a 0s delay. In Study 2, an arbitrary MTS procedure was arranged with compound and abstract stimuli trained as a stimulus class. A one-to-many and many-to-one training structure was used to teach twelve conditional discriminations to each of the two groups of participants. Restricted stimulus control was tested by separating the compound stimuli and testing the elements individually. Individual elements were also tested as part of a stimulus equivalence class. Participants who showed restricted stimulus control responded correctly only to color stimuli when trained with a many-to-one training structure. Whereas those trained with one-to-many, had errors to both elements of the compound stimuli. Study 3 analyzed the effect meaningful stimuli have on eye movements in an MTS procedure and a test for stimulus equivalence relations. In this experiment, eye movements were measured using a head-mounted eyetracker, and fixation durations to different stimuli, along with the number of transitions and trials with repeated gaze to the sample stimulus, were measured. Several measures showed that meaningful stimuli affect eye movements by reducing fixation time and the number of transitions between stimuli.
Denne avhandlingen består av tre publiserte studier som hadde som overordnet mål å evaluere ulike miljøvariablers effekt på restriktiv stimuluskontroll og observasjonsresponser, som er atferd ofte karakterisert som oppmerksomhet. Studiene 1 og 2 undersøkte restriktiv stimuluskontroll i matching-to-sample (MTS) prosedyrer med sammensatte stimuli. I begge studiene etablerte deltakerne responser i nærvær av sammensatte stimuli bestående av farge og form. Treningsprosedyren ble etterfulgt av en test hvor de to elementene i de sammensatte stimuliene ble separert og testet individuelt for å undersøke hvilken del av stimuli som utøvde kontroll over deltakernes responser. I Studie 1 ble restriktiv stimuluskontroll undersøkt i en identitets-MTS-prosedyre i to eksperimenter. Restriktiv stimuluskontroll ble demonstrert i Eksperiment 1. I Eksperiment 2 ble to grupper av deltakere sammenlignet med hensyn til forskjellige lengder på delay (0 og 3 s.) mellom presentasjonen av utvalget og sammenligningsstimuli under trening. Resultatene viste at flere deltakere viste restriktiv stimuluskontroll da de ble trent med 0s delay. I Studie 2 ble en arbitrær MTS-prosedyre arrangert med sammensatte og abstrakte stimuli trent som en stimulusklasse. En-til-mange og mange-til-en treningsstruktur ble brukt for å lære tolv betingede diskriminasjoner i to grupper med deltakere. Restriktiv stimuluskontroll ble testet ved å separere de sammensatte stimuliene og presentere elementene individuelt. Individuelle elementer ble også testet som en del av en stimulusekvivalensklasse. Deltakere som viste restriktiv stimuluskontroll, responderte kun riktig på fargestimuli de de ble trent med en mange-til-en-treningsstruktur. Mens de som ble trent med en-til-mange treningsstruktur, responderte mer variert. Studie 3 analyserte effekten meningsfulle stimuli har på øyebevegelser i en MTS-prosedyre og respondering i henhold til stimulusekvivalens. I dette eksperimentet ble øyebevegelser målt ved hjelp av en eye-tracker plassert på deltakernes hode. Her ble fikseringsvarigheten til forskjellige stimuli, antall overganger mellom fikseringer og antall tirals med gjentatt blikk til sammenligningsstimulusen målt. Flere av målingene viste at meningsfulle stimuli påvirker øyebevegelser ved at det redusere fikseringstid og antall fikseringsoverganger mellom stimuli.publishedVersio
Participant-Given Names to Stimuli and Stimulus Equivalence
No full textThe aim of the current study was to test if names given by participants to stimuli during a delayed matching-to-sample (DMTS) procedure, when asked to talk aloud, becomes part of the established stimulus classes after training baseline relations and testing for responding in accordance with stimulus equivalence. The participants were exposed to a Many-to-one training structure with potentially three 3-member classes of abstract shapes with arbitrary experimenter defined relations. After the test for stimulus equivalence responding the names given by the participants were scored and included as textual stimuli in sorting tests. The main results are that the names given to the stimuli by the participants became a part of the stimulus classes if they responded in accordance with stimulus equivalence. Hence, it can be argued that if participants give names to the stimuli when exposed to DMTS procedures the classes are potentially larger than the experimenter defined classes. For example, the results show that five of the six participants gave individual names to each stimulus, which means that the three 3-member classes potentially are 6-member classes. Also, since the participants vocally named the stimuli, and those were transformed by the experimenter to text before the sorting task, one might even argue that 9-member classes were established after DMTS-procedure. Key words: delayed matching-to-sample, sorting, stimulus equivalence, talk-aloud.publishedVersio
Prosjektbeskrivelse: Elevers trivsel og skolemiljø 2024-2027
No full textUtdanningsdirektoratet har lyst ut oppdraget «Forskning på elevers trivsel og skolemiljø», som skal gi utfyllende kunnskap om hvilke forhold som har betydning for elevers trivsel og opplevelse av skolemiljø. Vi skal også undersøke hva som kan være årsaker til at elevers mistrivsel og negative opplevelser har økt de siste årene, og hvordan skoler arbeider med skolemiljøet.publishedVersio
Hvordan vurderes elevenes praksis i faget yrkesfaglig fordypning? En kvalitativ studie i salgs- og reiselivsfaget
Get PDFI denne artikkelen undersøker vi hvordan elevenes praksis i faget yrkesfaglig fordypning (YFF) vurderes, med særlig fokus på samarbeidet mellom lærere og praksisveiledere. YFF ble innført i 2006 for at elevene på yrkesfag skulle ha muligheter for faglig fordypning og spesialisering allerede i skoledelen av opplæringsløpet, og for å gi dem et godt grunnlag for å kunne velge lærefag når de skal ut i lære. Særlig på andre året (Vg2) gjennomføres YFF i all hovedsak i arbeidslivet, og forskriften sier at vurderingen i faget skal være basert på et samarbeid mellom lærer og praksisveileder i bedrift. Studien er gjennomført i salgs- og reiselivsfaget og basert på kvalitative intervjuer med både yrkesfaglærere og praksisveiledere. Vår analyse indikerer at særlig læreres tilstedeværelse på elevenes praksisplass og vurderingskompetanse hos praksisveiledere er av betydning for samarbeidet mellom skole og arbeidsliv om vurdering av elevenes praksis i YFF. Vi konkluderer med at det er potensial for å videreutvikle samarbeidet mellom skole og arbeidsliv om vurdering i YFF og diskuterer mulige tiltak og forslag til videre forskning.publishedVersio
Examining Factors Associated with Attrition, Strategies for Retention Among Undergraduate Nursing Students, and Identified Research Gaps: A Scoping Review
Get PDFBackground/Objectives: High-quality healthcare delivery relies on a on a sustainable nursing workforce. However, rising attrition rates and declining enrollment in nursing programs pose a significant challenge. A comprehensive synthesis of these factors for student attrition alongside effective retention strategies is needed to guide interventions. The aim of this scoping review is to map and synthesize existing evidence on the factors contributing to attrition among bachelor’s nursing students and to identify strategies that have been implemented or proposed to improve student retention in undergraduate nursing programs.
Methods: Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) Checklist and Joanna Briggs Institute (JBI) guidelines, a systematic search was conducted in the following databases: MEDLINE/PubMed, Embase, Web of Science, PsycInfo, CINAHL, and Ovid. This review included peer-reviewed, English-language empirical studies (2010–December 2024) on attrition, dropout, or retention among bachelor-level nursing students, excluding non-nursing, non-bachelor programs, and unpublished studies or studies without primary data. A structured content analysis approach was used to synthesize findings from both qualitative and quantitative studies.
Results: After screening titles, abstracts, and full texts, 19 articles were found eligible for inclusion. Analyses of the included studies revealed four key themes contributing to nursing student attrition: academic factors, institutional and social support, personal factors, and economic challenges. Retention strategies were categorized into two overarching themes: academic and non-academic approaches.
Conclusions: Bachelor’s nursing programs should adopt retention strategies that enhance institutional and social support to reduce attrition. Strengthening supportive environments alongside curricular reform is key to building a resilient nursing workforce and ensuring quality care.publishedVersio
Towards a More Residual Welfare State Model: Restricted Access to Social Rights for Migrants After 2015
Get PDFI kjølvannet av asylforliket i 2015 ble det gjort en rekke innstramninger i innvandreres tilgang til norske trygdeordninger, og dette er den første gangen den norske folketrygdloven er blitt endret utelukkende av innvandringspolitiske hensyn. I denne artikkelen analyserer vi disse politiske prosessene og spør hvordan problemforståelser og logikker fra innvandringsfeltet har påvirket trygdepolitikken. Datamaterialet består av politiske dokumenter, og vi benytter Carol Lee Bacchis WPR-tilnærming til policyanalyse. Analysene viser hvordan innvandringspolitiske kategorier blir vevet inn i trygderegelverket og fører til at noen grupper nykommere blir ekskludert fra trygdeordningene. Dette fører til en differensiering av grupper og rettigheter som er langt mer kompleks enn analytiske begreper som «dualisering» og «tosporet velferdsmodell» gir inntrykk av. Nykommere som blir ekskludert fra de universelle ordningene, blir gjort mer avhengige av arbeidsmarkedet eller familien. På denne måten dreier politikken bort fra prinsipper om likestilling og universalisme og uavhengighet fra familien og markedet, som har ligget til grunn for den nordiske velferdsmodellen i trekvart århundre.
In the wake of the 2015 refugee crisis, migrants’ access to social rights in Norway were restricted through a series of legal changes. This was the first time the Social Security Act was changed solely based on immigration policy concerns. In this article, we analyse these policy changes, drawing on Carol Lee Bacchi’s (2009) WPR approach to policy analysis. We investigate underlying problem representations, and how problem representations from immigration policy have influenced social policy. The analysis reveals ongoing processes of exclusion and differentiation that are far more complex than the concept of dualization processes would indicate. Different groups of migrants are included and excluded from different social policy programs in ways that may be difficult to comprehend. Excluded groups are subject to processes of re-commodification and re-familialisation, potentially making migrants more dependent on the labour market and the family. In this way, Norwegian social policy is being taken away, step by step, from the principles of universalism and egalitarianism associated with the Nordic welfare state regime.publishedVersio
EFL university students’ game element preferences and learning needs: Implications for the instructional design of digital gamified classes
Get PDFDigital gamification has a great potential for enhancing EFL learners’ motivation and achievement. A digital gamified class should be the integration of ‘game’ and ‘learning’ aspects. However, most studies on it have been conducted only with the hypothesis of using game elements to improve the student experience, ignoring the role of students’ learning needs in the success of digital gamification. The present study employed the Target Needs Analysis Model and used five commonly used game elements in class to investigate university EFL students’ learning needs, game element preferences, and the relationship between them, with English writing homework as the application context. Online survey data from 505 EFL learners who have experienced English writing homework in Chinese universities were collected. Through descriptive analysis, their preferred game elements for designing English writing homework were found (competition the most while ranking the least). Five types of learning needs were identified as well, ranging from text types to writing tasks. In addition, the results of the content analysis showed that a small percentage of participants were reluctant to use digital gamification due to unfamiliarity (about 9.4 %) and demotivation (about 3.6 %). Three design principles for gamified English writing were also yielded, that is, instant and personalized feedback, appropriate time pressure, and difficulty levels. Moreover, path analysis and Structural Equation Modeling approaches demonstrated that there was no significant correlation between specific types of game elements and writing needs, although different gamification designs could slightly facilitate the fulfillment of learning needs. Furthermore, we gave both practical implications and recommendations for future research on digital gamification for learning.publishedVersio
Strategisk handlingsplan 2025–2030
Get PDFNye utviklinger i samfunnet skaper nye problemstillinger for forskningen på profesjoner. For at forskningen ved SPS skal forbli relevant for profesjonsutdanninger, profesjonsutøvere og beslutningstakere, vil senteret de neste fem årene styrke sin kompetanse særlig innen tre tematiske områder: profesjonene i det digitale samfunnet; ulikhet, utenforskap og inkludering; samt kunnskapsproduksjon, ekspertise og politikk. Målet er at SPS innen 2030, for hvert av de tematiske feltene, er ansett som et sentralt forskningsmiljø, har etablert solide nasjonale og internasjonale nettverk, og har fått innvilget minst ett større eksternt finansiert prosjekt.publishedVersio
Teacher educators’ understanding of research-based teacher education
Get PDFBackground: Engaging teacher educators in improving the quality of teacher education is an ongoing process internationally. In some countries, there is growing conviction that professional teacher education should be based on research-generated knowledge. This trend has led to reforms in teacher education programmes as well as in teacher educators’ roles and professional practice.
Purpose: This study explores teacher educators’ understanding of research-based teacher education (RBTE) in Norway and Finland with an emphasis on Norway. Norway introduced RBTE in 2017, while Finland has had experience with this approach since the 1970s.
Method: The study is qualitative, part of a broader research project involving participants from Norway and Finland. It included inperson interviews with 16 teacher educators in Norway and five in Finland. An asymmetric design was adopted because we were particularly interested in exploring the Norwegian context. The analysis undertaken adhered to the principles of content analysis, identifying and categorising the viewpoints of the teacher educators through a grounded, inductive process.
Findings: Four data-driven categories emerged: Research-based teaching, comprising teaching methods and the acquisition of professional knowledge; Engagement in research, representing teacher educators’ understanding of student teachers’ participation in research activities; Role of research-based literature, referring to reflections on the use of subject literature; and Critical thinking, describing teacher educators’ assessment of developing a critical and self-reflective mindset when engaging in RBTE.
Conclusion: The participating teacher educators in both countries shared similar views on the key characteristics of RBTE. They were also generally positive about the role of research in their professional practice and its contribution to fostering critically thinking practitioners. However, the study revealed some tensions among Norwegian teacher educators, due to differing academic backgrounds and the cross-pressure demands of research and teaching.publishedVersio