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Enoksson, F. & Stenbom, S. (2024). Digital meetings guided by the Community of Inquiry Framework. In: Cleveland-Innes, M.F., Stenbom, S., & Garrison, D.R. (Ed.), The Design of Digital Learning Environments: Online and Blended Applications of the Community of Inquiry (pp. 256-273). New York: Routledge
Open this publication in new window or tab >>Digital meetings guided by the Community of Inquiry Framework
2024 (English)In: The Design of Digital Learning Environments: Online and Blended Applications of the Community of Inquiry / [ed] Cleveland-Innes, M.F., Stenbom, S., & Garrison, D.R., New York: Routledge, 2024, p. 256-273Chapter in book (Refereed)
Abstract [en]

Digital meetings enable opportunity to conduct synchronous engagement in blended and online courses. Such meetings also provide favorable conditions for interaction and collaboration between students and teachers. Unfortunately, digital meetings often tend to be used for one-way communication, like traditional lectures. This chapter outlines the general advantages and limitations of digital meetings as an overview of the differences between synchronous digital and in-person meetings. Principles and guidelines addressing these limitations are presented based on the goal of creating and sustaining a community of inquiry during digital meetings. A study of how teachers perceive and plan for digital meetings in higher education is also presented and discussed from the perspective of Social and Teaching Presence. The chapter also includes a digital meeting template for practitioners to use when preparing and conducting digital meetings.

Place, publisher, year, edition, pages
New York: Routledge, 2024
National Category
Learning
Identifiers
urn:nbn:se:kth:diva-342034 (URN)10.4324/9781003246206-17 (DOI)2-s2.0-85183269527 (Scopus ID)
Note

Part of ISBN 9781003246206

QC 20240115

Available from: 2024-01-10 Created: 2024-01-10 Last updated: 2024-02-08Bibliographically approved
Kjellberg, T., Stenbom, S. & Enoksson, F. (2023). Complexities of Educational Culture for Integrated Campus and Digital Education. In: : . Paper presented at 29th ICDE World Conference Costa Rica Joining Hands in Peace for the Futures of Education, November 6-10 2023.
Open this publication in new window or tab >>Complexities of Educational Culture for Integrated Campus and Digital Education
2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This study examines the influence of educational culture on the integration of campus and digital education in traditional higher education institutions. Educational culture encompasses shared norms, values, attitudes, beliefs, and practices shaping the educational environment. Focus group discussions were conducted with teachers, students, and educational leaders at a Swedish technical university. Five focus groups, each with two interview sessions, involved 32 participants representing diverse university roles and disciplines. Reflexive thematic analysis was employed to analyze the data. The analysis identified seven themes that address educational culture. It was clear that the participants did not perceive university cultures but rather viewed that each faculty member or group/department had specific unique conditions and preferences that formed their culture. At the same time, a university-wide key driver identified was effectiveness and streamlining rather than educational innovation. While digitalization trends and the COVID-19 pandemic have accelerated digital education, clear guidance, actionable steps, improved conditions for teachers, and student-driven approaches are needed to ensure educational quality by integrating campus and digital education.

National Category
Educational Sciences Pedagogy
Identifiers
urn:nbn:se:kth:diva-339791 (URN)
Conference
29th ICDE World Conference Costa Rica Joining Hands in Peace for the Futures of Education, November 6-10 2023
Note

QC 20231120

Available from: 2023-11-20 Created: 2023-11-20 Last updated: 2023-11-20Bibliographically approved
Maffei, A. & Enoksson, F. (2023). What is the optimal blended learning strategy throughout engineering curricula? Lesson learned during Covid-19 pandemic. In: EDUCON 2023 - IEEE Global Engineering Education Conference, Proceedings: . Paper presented at 14th IEEE Global Engineering Education Conference, EDUCON 2023, Salmiya, Kuwait, May 1 2023 - May 4 2023. Institute of Electrical and Electronics Engineers (IEEE)
Open this publication in new window or tab >>What is the optimal blended learning strategy throughout engineering curricula? Lesson learned during Covid-19 pandemic
2023 (English)In: EDUCON 2023 - IEEE Global Engineering Education Conference, Proceedings, Institute of Electrical and Electronics Engineers (IEEE) , 2023Conference paper, Published paper (Refereed)
Abstract [en]

The recent Covid-19 pandemic has forced HEI to quickly adjust their approach to teaching and learning by massively adopting, basically overnight, approaches based on digital learning. Covid-19 gave a huge impulse to the spread of digital tools and the consequent literature is rich in details and information about more and less successful experiences with digital learning. This unexpected 'experiment' exposed the effectiveness and efficiency of well-conceived learning strategies that blend digital and traditional learning approach. While blended learning per se is an established discipline, a unified framework to go from theory to practice is still elusive. Given the above, the knowledge developed and acquired during the pandemic has a huge potential to reveal what are the features of a good blended learning strategy in different educational situation. This work aims at investigating what would be an optimal blended learning strategy for program design in the context of engineering education. The contribution is based on a focus group discussion involving teacher from 6 different European HEI and results indicates that the level of understanding, as presented in the Bloom taxonomy, of the focal activity and the correct balance between the educational and social dimensions of student's university life are the two critical drivers for blended learning design. The study confirms also the main findings in literature, related to the use of digital tools before and during the pandemic and suggests that the Covid-19 had a positive impact on the readiness to adopt digital tool of HEI. Finally a few problems experienced in the post covid phase are presented along with the identified future directions of research.

Place, publisher, year, edition, pages
Institute of Electrical and Electronics Engineers (IEEE), 2023
Keywords
Blended learning, Covid-19, engineering education, focus group
National Category
Learning
Identifiers
urn:nbn:se:kth:diva-331681 (URN)10.1109/EDUCON54358.2023.10125225 (DOI)2-s2.0-85162650022 (Scopus ID)
Conference
14th IEEE Global Engineering Education Conference, EDUCON 2023, Salmiya, Kuwait, May 1 2023 - May 4 2023
Note

Part of ISBN 9798350399431

QC 20230712

Available from: 2023-07-13 Created: 2023-07-13 Last updated: 2023-07-13Bibliographically approved
Jansson, M., Hrastinski, S., Stenbom, S. & Enoksson, F. (2021). Online question and answer sessions: How students support their own and other students' processes of inquiry in a text-based learning environment. The Internet and higher education, 51, Article ID 100817.
Open this publication in new window or tab >>Online question and answer sessions: How students support their own and other students' processes of inquiry in a text-based learning environment
2021 (English)In: The Internet and higher education, ISSN 1096-7516, E-ISSN 1873-5525, Vol. 51, article id 100817Article in journal (Refereed) Published
Abstract [en]

Online tutoring has been found to have a positive impact on student learning in STEM education. The aim of this study was to explore how and to what extent students supported their own and other students' processes of inquiry during online tutoring. More specifically, question and answer sessions (Q&As) were studied, and online tutoring transcripts were analyzed using the Relationship of Inquiry coding scheme adapted from the Community of Inquiry framework. The students interacted voluntarily with each other and with the teachers. The results show that the students supported both their own process of inquiry as well as other students' process of inquiry. Furthermore, the results indicate that students acquired metacognitive development through self- and coregulation when they expressed teaching presence. Overall, we conclude that Q&As have the potential to support student learning when working on assignments in STEM education.

Place, publisher, year, edition, pages
Elsevier BV, 2021
Keywords
Community of Inquiry, Metacognition, Online tutoring, Teaching presence, Transcript, analysis, Q&A
National Category
Learning
Identifiers
urn:nbn:se:kth:diva-303042 (URN)10.1016/j.iheduc.2021.100817 (DOI)000696502300002 ()2-s2.0-85108608137 (Scopus ID)
Note

QC 20211014

Available from: 2021-10-14 Created: 2021-10-14 Last updated: 2023-03-28Bibliographically approved
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
Note

QC 20191209

Available from: 2019-10-27 Created: 2019-10-27 Last updated: 2024-03-18Bibliographically approved
Barman, L., Engquist, M., Jansson, M. & Enoksson, F. (2019). Interactions in online discussion forums - an underutilized resource for learning?. In: 2019 IEEE Frontiers in Education Conference (FIE): . Paper presented at 2019 IEEE Frontiers in Education Conference (FIE), Covington, United States, 16-19 October 2019 (pp. 1-5). Covington, KY, USA: Institute of Electrical and Electronics Engineers (IEEE)
Open this publication in new window or tab >>Interactions in online discussion forums - an underutilized resource for learning?
2019 (English)In: 2019 IEEE Frontiers in Education Conference (FIE), Covington, KY, USA: Institute of Electrical and Electronics Engineers (IEEE), 2019, p. 1-5Conference paper, Published paper (Refereed)
Abstract [en]

This work-in progress research paper addresses how the discussion forums in online courses are made useful to promote students' learning. This qualitative study investigates the interactions between learners, as well as between learners and teachers in MOOCs. Community of Inquiry was used as an analytical framework to unveil how the discussions made in the online environment may connect to the course participants' learning processes. Preliminary findings indicate that the interactions taking place in the discussion forums primarily concerns issues regarding course structure. Very few posts concern challenging reasoning or, conversations that may support learners to deepen their understanding of the subject matter at hand.

Place, publisher, year, edition, pages
Covington, KY, USA: Institute of Electrical and Electronics Engineers (IEEE), 2019
Keywords
MOOC, online, discussion forum, pedagogy, instructional design, interaction
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-271871 (URN)10.1109/FIE43999.2019.9028512 (DOI)000565244800158 ()2-s2.0-85082455683 (Scopus ID)
Conference
2019 IEEE Frontiers in Education Conference (FIE), Covington, United States, 16-19 October 2019
Note

QC 20200601

Available from: 2020-04-08 Created: 2020-04-08 Last updated: 2022-06-26Bibliographically approved
Jansson, M., Stenbom, S., Enoksson, F. & Hrastinski, S. (2019). Students’ engagement in their own and other students’ process of inquiry. In: Proceedings of the ICDE World Conference on Online Learning: . Paper presented at Proceedings of the ICDE World Conference on Online Learning.
Open this publication in new window or tab >>Students’ engagement in their own and other students’ process of inquiry
2019 (English)In: Proceedings of the ICDE World Conference on Online Learning, 2019Conference paper, Published paper (Refereed)
National Category
Learning
Identifiers
urn:nbn:se:kth:diva-258433 (URN)
Conference
Proceedings of the ICDE World Conference on Online Learning
Note

QC 20191011

Available from: 2019-09-10 Created: 2019-09-10 Last updated: 2024-03-15Bibliographically 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: 2024-03-18Bibliographically approved
Josefsson, P., Baltatzis, A., Bälter, O., Enoksson, F., Hedin, B. & Riese, E. (2018). DRIVERS AND BARRIERS FOR PROMOTING TECHNOLOGY ENHANCED LEARNING IN HIGHER EDUCATION. In: Chova, LG Martinez, AL Torres, IC (Ed.), 12TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED): . Paper presented at 12th International Technology, Education and Development Conference (INTED), MAR 05-07, 2018, Valencia, SPAIN (pp. 4576-4584). IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT
Open this publication in new window or tab >>DRIVERS AND BARRIERS FOR PROMOTING TECHNOLOGY ENHANCED LEARNING IN HIGHER EDUCATION
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2018 (English)In: 12TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED) / [ed] Chova, LG Martinez, AL Torres, IC, IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT , 2018, p. 4576-4584Conference paper, Published paper (Refereed)
Abstract [en]

The paper presents a study were drivers and barriers for increased use of Technology Enhanced Learning in higher education were identified. The method included focus groups with Faculty Pedagogical Developers at KTH Royal Institute of Technology, followed by a Force Field Analysis. Ten drivers and ten barriers were identified, and are presented in this paper. The most significant drivers found were: collegial discussions, increased automatization, Technology enhanced learning support for the teachers (to assist exploration), tech savvy students and engagement among faculty. The most significant barriers identified were: unclear return on time investment, insufficient funding for purchases and lack of central decisions. The analysis also revealed that some drivers and barriers could act both ways. One example is locally developed systems which are understood to be drivers when it comes to solving (local) problems and encouraging experimentation with IT systems, but when these local systems are cancelled due to lack of funding, or for example replaced by centralized systems, they discourage use and development. The findings constitute a foundation for future discussions about change processes to increase utilization of technology enhanced learning in higher education.

Place, publisher, year, edition, pages
IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT, 2018
Series
INTED Proceedings, ISSN 2340-1079
Keywords
Technology Enhanced Learning, Higher Education, Drivers, Barriers
National Category
Learning
Identifiers
urn:nbn:se:kth:diva-238933 (URN)000447408804092 ()978-84-697-9480-7 (ISBN)
Conference
12th International Technology, Education and Development Conference (INTED), MAR 05-07, 2018, Valencia, SPAIN
Note

QC 20181114

Available from: 2018-11-14 Created: 2018-11-14 Last updated: 2024-03-18Bibliographically approved
Bälter, O., Riese, E., Enoksson, F., Hedin, B., Baltatzis, A. & Josefsson, P. (2018). The Challenge of Identifying the Importance of Drivers and Barriers for Implementation of Technology Enhanced Learning. In: The 11th Pan-Hellenic and International Conference: ICT in Education. Paper presented at The 11th Pan-Hellenic and International Conference (pp. 283-290).
Open this publication in new window or tab >>The Challenge of Identifying the Importance of Drivers and Barriers for Implementation of Technology Enhanced Learning
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2018 (English)In: The 11th Pan-Hellenic and International Conference: ICT in Education, 2018, p. 283-290Conference paper, Published paper (Refereed)
Abstract [en]

The potential of technology enhanced learning (TEL) can have both pedagogical and administrative benefits. In a previous study, we investigated the drivers and barriers for TEL in higher education using Force Field Analysis (FFA). In this follow-up study, we collected new data through a questionnaire to a group of pedagogical developers and at a presentation at a university internal conference for teachers. A Kruskal Wallis test was carried out to test if the groups filling out questionnaire deviated from each other in their ranking. A comparison was also done to the scores in the previous study. As a result of this triangulation, deviations were found between ratings for seven of the 20 identified forces. While the assessments of strengths in FFA is debated, we argue that each group’s view is an important component to understand the situation, and triangulation of data is helpful in understanding the different views.

Keywords
Technology Enhanced Learning, Teachers as Designers of TEL, Force Field Analysis
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-243898 (URN)978-618-83186-2-5 (ISBN)
Conference
The 11th Pan-Hellenic and International Conference
Note

QCR 20190211

Available from: 2019-02-11 Created: 2019-02-11 Last updated: 2024-03-18Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-5222-970X

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