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Publications (10 of 102) Show all publications
Enoksson, F. & Hrastinski, S. (2019). Exploring the constructs usefulness and ease of use for an ICBT treatment: The case of adolescents with social anxiety disorder. In: : . Paper presented at ESRII Conference, Copenhagen. Organized by the European Society for research on Internet Interventions.
Open this publication in new window or tab >>Exploring the constructs usefulness and ease of use for an ICBT treatment: The case of adolescents with social anxiety disorder
2019 (English)Conference paper, Poster (with or without abstract) (Refereed)
Keywords
ICBT, usefulness, ease of use
National Category
Media Engineering
Research subject
Technology and Learning; Technology and Health
Identifiers
urn:nbn:se:kth:diva-263013 (URN)
Conference
ESRII Conference, Copenhagen. Organized by the European Society for research on Internet Interventions
Funder
Forte, Swedish Research Council for Health, Working Life and Welfare, 2014-04052
Available from: 2019-10-27 Created: 2019-10-27 Last updated: 2019-10-27
Hrastinski, S., Stenbom, S., Benjaminsson, S. & Jansson, M. (2019). Identifying and exploring the effects of different types of tutor questions in individual online synchronous tutoring in mathematics. Interactive Learning Environments
Open this publication in new window or tab >>Identifying and exploring the effects of different types of tutor questions in individual online synchronous tutoring in mathematics
2019 (English)In: Interactive Learning Environments, ISSN 1049-4820, E-ISSN 1744-5191Article in journal (Refereed) Published
Abstract [en]

Although we know that asking questions is an essential aspect of onlinetutoring, there is limited research on this topic. The aim of this paperwas to identify commonly used direct question types and explore theeffects of using these question types on conversation intensity, approachto tutoring, perceived satisfaction and perceived learning. The researchsetting was individual online synchronous tutoring in mathematics. Theempirical data was based on 13,317 logged conversations and aquestionnaire. The tutors used a mix of open, more student-centredquestions, and closed, more teacher-centred questions. In contrast toprevious research, this study provides a more positive account indicatingthat it is indeed possible to train tutors to focus on asking questions,rather than delivering content. Frequent use of many of the questiontypes contributed to increased conversation intensity. However, therewere few question types that were associated with statisticallysignificant effects on perceived satisfaction or learning. There are nosilver bullet question types that by themselves led to positive effects onperceived satisfaction and learning. The question types could be used byteachers and teacher students when reflecting on what types ofquestions they are asking, and what kind of questions they could be asking.

Keywords
Individual tutoring; online tutoring; synchronous learning; mathematics; tutor questions
National Category
Learning
Identifiers
urn:nbn:se:kth:diva-258729 (URN)10.1080/10494820.2019.1583674 (DOI)2-s2.0-850623353192-s2.0-85062335319 (Scopus ID)
Note

QC 20191105

Available from: 2019-09-10 Created: 2019-09-10 Last updated: 2019-11-05Bibliographically approved
Öberg, L.-M., Amcoff-Nyström, C., Hrastinski, S. & Mozelius, P. (2019). Interaction and group work in blended synchronous higher education: exploring effects on learning outcomes, satisfaction and retention. In: Proceedings of the 18th European Conference on e-Learning: . Paper presented at 18th European Conference on e-Learning 7-8 November 2019, Copenhagen, Denmark.
Open this publication in new window or tab >>Interaction and group work in blended synchronous higher education: exploring effects on learning outcomes, satisfaction and retention
2019 (English)In: Proceedings of the 18th European Conference on e-Learning, 2019Conference paper, Published paper (Refereed)
National Category
Learning
Identifiers
urn:nbn:se:kth:diva-258432 (URN)
Conference
18th European Conference on e-Learning 7-8 November 2019, Copenhagen, Denmark
Note

QC 20191111

Available from: 2019-09-10 Created: 2019-09-10 Last updated: 2019-11-11Bibliographically approved
Hrastinski, S. (2019). Teachers as developers of local evidence to improve digital course design. Interactive Learning Environments
Open this publication in new window or tab >>Teachers as developers of local evidence to improve digital course design
2019 (English)In: Interactive Learning Environments, ISSN 1049-4820, E-ISSN 1744-5191Article in journal (Refereed) Published
Abstract [en]

Evidence can be used to support digital course design. The aim of this paper is to discuss how teachers can develop local evidence to support digital course design. Previous research has focused on how practice can be based on research, while we have a limited understanding of how local evidence is used and produced in practice. Local evidence helps practitioners to address a local issue, such as how to improve the design of a blended or online course. It is context-dependent and not intended to address universal problems. An edited book written by university teachers is used to provide examples of local evidence. It is argued that local evidence might be one of the key drivers of high-quality digital course design. Researchers play an important role in producing research evidence, while practitioners are essential to adapt research evidence into local evidence based on the local context, and to produce local evidence in order to improve digital course designs.

Place, publisher, year, edition, pages
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2019
Keywords
Local evidence, evidence-based practice, digital course design, higher education
National Category
Learning
Identifiers
urn:nbn:se:kth:diva-251348 (URN)10.1080/10494820.2019.1594959 (DOI)000464428100001 ()2-s2.0-85063443541 (Scopus ID)
Note

QC 20190521

Available from: 2019-05-21 Created: 2019-05-21 Last updated: 2019-05-23Bibliographically approved
Hrastinski, S. (2019). What Do We Mean by Blended Learning?. TECHTRENDS, 63(5), 564-569
Open this publication in new window or tab >>What Do We Mean by Blended Learning?
2019 (English)In: TECHTRENDS, ISSN 8756-3894, Vol. 63, no 5, p. 564-569Article in journal (Refereed) Published
Abstract [en]

The term blended learning is used frequently, but there is ambiguity about what is meant. What do we mean by blended learning? What, how and why are we blending? In this paper different definitions, models and conceptualizations of blended learning and their implications are discussed. Inclusive definitions and models, and diverse conceptualizations, mean that essentially all types of education that include some aspect of face-to-face learning and online learning is described as blended learning in the literature. Blended learning has become an umbrella term. Blended learning is also used to describe other blends, such as combining different instructional methods, pedagogical approaches and technologies, although these blends are not aligned with influential blended learning definitions. Since blended learning has many meanings, it is important that researchers and practitioners carefully explain what blended learning means to them. It is also suggested that alternative, more descriptive terms, could be used as a complement or replacement to blended learning.

Place, publisher, year, edition, pages
SPRINGER INTERNATIONAL PUBLISHING AG, 2019
Keywords
Blended learning, Definitions, Models, Conceptualizations
National Category
Learning
Identifiers
urn:nbn:se:kth:diva-260171 (URN)10.1007/s11528-019-00375-5 (DOI)000483743700011 ()2-s2.0-85061252351 (Scopus ID)
Note

QC 20190930

Available from: 2019-09-30 Created: 2019-09-30 Last updated: 2019-11-12Bibliographically approved
Enoksson, F. & Hrastinski, S. (2018). A qualitative study of adolescents’ use and perception of Internet-delivered CBT: The case of Social Anxiety Disorder. In: : . Paper presented at 48th Annual Congress of the European Association for Behavioural and Cognitive Therapies (EABCT 2018).
Open this publication in new window or tab >>A qualitative study of adolescents’ use and perception of Internet-delivered CBT: The case of Social Anxiety Disorder
2018 (English)Conference paper, Poster (with or without abstract) (Refereed)
Keywords
ICBT, Social Anxiety Disorder
National Category
Applied Psychology Interaction Technologies Learning
Research subject
Technology and Learning; Technology and Health
Identifiers
urn:nbn:se:kth:diva-263014 (URN)
Conference
48th Annual Congress of the European Association for Behavioural and Cognitive Therapies (EABCT 2018)
Funder
Forte, Swedish Research Council for Health, Working Life and Welfare, 2014-04052
Note

QC 20191104

Available from: 2019-10-27 Created: 2019-10-27 Last updated: 2019-11-04Bibliographically approved
Jaldemark, J., Hrastinski, S., Olofsson, A. D. & Öberg, L.-M. (2018). Editorial introduction: Collaborative learning enhanced by mobile technologies. British Journal of Educational Technology, 49(2), 201-206
Open this publication in new window or tab >>Editorial introduction: Collaborative learning enhanced by mobile technologies
2018 (English)In: British Journal of Educational Technology, ISSN 0007-1013, E-ISSN 1467-8535, Vol. 49, no 2, p. 201-206Article in journal, Editorial material (Refereed) Published
Place, publisher, year, edition, pages
WILEY, 2018
National Category
Interaction Technologies
Identifiers
urn:nbn:se:kth:diva-223247 (URN)10.1111/bjet.12596 (DOI)000424333000001 ()2-s2.0-85034225816 (Scopus ID)
Note

QC 20180219

Available from: 2018-02-19 Created: 2018-02-19 Last updated: 2019-09-17Bibliographically approved
Hill, C., Creswell, C., Vigerland, S., Nauta, M. H., March, S., Donovan, C., . . . Kendall, P. C. (2018). Navigating the development and dissemination of internet cognitive behavioral therapy (iCBT) for anxiety disorders in children and young people: A consensus statement with recommendations from the #iCBTLorentz Workshop Group. Internet Interventions, 12, 1-10
Open this publication in new window or tab >>Navigating the development and dissemination of internet cognitive behavioral therapy (iCBT) for anxiety disorders in children and young people: A consensus statement with recommendations from the #iCBTLorentz Workshop Group
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2018 (English)In: Internet Interventions, ISSN 2214-7829, Vol. 12, p. 1-10Article in journal (Refereed) Published
Abstract [en]

Initial internet-based cognitive behavioral therapy (iCBT) programs for anxiety disorders in children and young people (CYP) have been developed and evaluated, however these have not yet been widely adopted in routine practice. The lack of guidance and formalized approaches to the development and dissemination of iCBT has arguably contributed to the difficulty in developing iCBT that is scalable and sustainable beyond academic evaluation and that can ultimately be adopted by healthcare providers. This paper presents a consensus statement and recommendations from a workshop of international experts in CYP anxiety and iCBT (#iCBTLorentz Workshop Group) on the development, evaluation, engagement and dissemination of iCBT for anxiety in CYP.

Place, publisher, year, edition, pages
Elsevier, 2018
Keywords
Adolescents, Anxiety, Children, Cognitive behavioral therapy, Development, Dissemination, Online treatments
National Category
Information Systems, Social aspects
Identifiers
urn:nbn:se:kth:diva-224236 (URN)10.1016/j.invent.2018.02.002 (DOI)000457134800001 ()2-s2.0-85042619047 (Scopus ID)
Note

QC 20180315

Available from: 2018-03-15 Created: 2018-03-15 Last updated: 2019-02-20Bibliographically approved
Enoksson, F. & Hrastinski, S. (2017). Exploring the usefulness and ease of use of Internet-delivered cognitive behavior therapy for children and adolescents. In: : . Paper presented at ISRII 9th Scientific Meeting ‘Making e/mHealth Impactful in People’s Lives’.
Open this publication in new window or tab >>Exploring the usefulness and ease of use of Internet-delivered cognitive behavior therapy for children and adolescents
2017 (English)Conference paper, Poster (with or without abstract) (Refereed)
Keywords
ICBT, usefulness, ease of use
National Category
Learning Media Engineering
Research subject
Technology and Learning; Technology and Health
Identifiers
urn:nbn:se:kth:diva-263016 (URN)
Conference
ISRII 9th Scientific Meeting ‘Making e/mHealth Impactful in People’s Lives’
Funder
Forte, Swedish Research Council for Health, Working Life and Welfare, 2014-04052
Note

QCR 20191104

Available from: 2019-10-27 Created: 2019-10-27 Last updated: 2019-11-04Bibliographically approved
Ekman Rising, M., Hrastinski, S. & Svensson, H. (2017). Organisera för digitalisering: Att leda och dela kunskap i skolan. Stockholms stad i samarbete med KTH
Open this publication in new window or tab >>Organisera för digitalisering: Att leda och dela kunskap i skolan
2017 (Swedish)Book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Stockholms stad i samarbete med KTH, 2017
National Category
Learning
Identifiers
urn:nbn:se:kth:diva-248766 (URN)
Note

QC 20190429

Available from: 2019-04-09 Created: 2019-04-09 Last updated: 2019-04-29Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-9984-6561

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