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Utbildningskontextens betydelse för lärandeprocesser

Olsson, Rose-Marie LU (2005) In Malmö studies in educational sciences
Abstract (Swedish)
Popular Abstract in Swedish

Denna avhandling handlar om betydelsen av kontexten för lärandeprocesser i datorstödd flexibel utbildning. Syftet är att utveckla kunskap om hur studerande i en gymnasieutbildning upplever och agerar i en datorstödd flexibel utbildningsmiljö och hur den upplevda kontexten påverkar de studerandes lärandeprocesser. En etnografisk ansats används och den innehåller teorier om lärande, lärandeprocesser och kontexter samt information från en empirisk studie. Den empiriska studien involverar intervjuer, frågeformulär och observationer av datorstödd kommunikation mellan en lärare och 83 gymnasiestuderande. Undersökningen pågick under två år. Resultatet består av en etnografi över de studerandes... (More)
Popular Abstract in Swedish

Denna avhandling handlar om betydelsen av kontexten för lärandeprocesser i datorstödd flexibel utbildning. Syftet är att utveckla kunskap om hur studerande i en gymnasieutbildning upplever och agerar i en datorstödd flexibel utbildningsmiljö och hur den upplevda kontexten påverkar de studerandes lärandeprocesser. En etnografisk ansats används och den innehåller teorier om lärande, lärandeprocesser och kontexter samt information från en empirisk studie. Den empiriska studien involverar intervjuer, frågeformulär och observationer av datorstödd kommunikation mellan en lärare och 83 gymnasiestuderande. Undersökningen pågick under två år. Resultatet består av en etnografi över de studerandes erfarenhet och ageranden samt innehåller analyser och tolkningar i termer av stimulerande och hämmande faktorer för lärandeprocesser. De studerade kontextfenomenen är specificerade i fem teman: kursvillkor, tid och rum, ansvars- och initiativtagande, datorkommunikation och kommunikation utan datorstöd. Kontextfenomen med övergripande betydelse för studerandes lärandeprocesser är individuella variationer, tidsvillkor och den sociala relationen till läraren. (Less)
Abstract
This thesis is about the importance of context to learning processes in computer-supported flexible education. The purpose is to develop knowledge about how students in an upper secondary class experience and act in a computer-supported flexible educational environment and how the experienced context affects the students' learning processes. An ethnographic application involving theories of learning, learning-processes, contexts and information from an empirical study has been used. The empirical study involves interviews, questionnaires and observations in connection with computer-supported communication between a teacher and 83 students in an upper?secondary class. The study lasted two years. The result is ethnographical regarding the... (More)
This thesis is about the importance of context to learning processes in computer-supported flexible education. The purpose is to develop knowledge about how students in an upper secondary class experience and act in a computer-supported flexible educational environment and how the experienced context affects the students' learning processes. An ethnographic application involving theories of learning, learning-processes, contexts and information from an empirical study has been used. The empirical study involves interviews, questionnaires and observations in connection with computer-supported communication between a teacher and 83 students in an upper?secondary class. The study lasted two years. The result is ethnographical regarding the experience and behaviour of the students, and includes analyses and interpretations in terms of phenomena that are stimulating and depressing for the learning processes. The contextual phenomenon in the studied environment has been specified in terms of five themes: the importance of course conditions, choices of place and time, responsibility, computer communications and communication without computers. The overriding phenomena in this context, i.e. conditions that always affect the students learning processes, were individual diversity, time conditions and social relationships with the teacher. (Less)
Please use this url to cite or link to this publication:
author
opponent
  • Professor Chaib, Muhamed, Högskolan för lärande och kommunikation i Jönköping
organization
publishing date
type
Thesis
publication status
published
subject
keywords
IT-supported distance education, Datorstödd distansutbildning, Computer-supported distance education contextual phenomena in education flexible learning, flexibel utbildning, flexibelt lärande, IT-stödd distansutbildning, kontextuella utbildningsfenomen, Computer-assisted education, Datorstödd undervisning
in
Malmö studies in educational sciences
pages
141 pages
publisher
Lärarutbildningen, Malmö högskola
defense location
Sal E122 på Lärarhögskolan, Munkhättegatan, Malmö
defense date
2005-01-28 13:00
ISSN
1651-4513
ISBN
91-85042-15-3
language
Swedish
LU publication?
yes
id
f03a25a8-4f28-475e-8ef5-e909631a7d27 (old id 24287)
date added to LUP
2007-05-31 15:40:19
date last changed
2016-09-19 08:44:56
@phdthesis{f03a25a8-4f28-475e-8ef5-e909631a7d27,
  abstract     = {This thesis is about the importance of context to learning processes in computer-supported flexible education. The purpose is to develop knowledge about how students in an upper secondary class experience and act in a computer-supported flexible educational environment and how the experienced context affects the students' learning processes. An ethnographic application involving theories of learning, learning-processes, contexts and information from an empirical study has been used. The empirical study involves interviews, questionnaires and observations in connection with computer-supported communication between a teacher and 83 students in an upper?secondary class. The study lasted two years. The result is ethnographical regarding the experience and behaviour of the students, and includes analyses and interpretations in terms of phenomena that are stimulating and depressing for the learning processes. The contextual phenomenon in the studied environment has been specified in terms of five themes: the importance of course conditions, choices of place and time, responsibility, computer communications and communication without computers. The overriding phenomena in this context, i.e. conditions that always affect the students learning processes, were individual diversity, time conditions and social relationships with the teacher.},
  author       = {Olsson, Rose-Marie},
  isbn         = {91-85042-15-3},
  issn         = {1651-4513},
  keyword      = {IT-supported distance education,Datorstödd distansutbildning,Computer-supported distance education contextual phenomena in education flexible learning,flexibel utbildning,flexibelt lärande,IT-stödd distansutbildning,kontextuella utbildningsfenomen,Computer-assisted education,Datorstödd undervisning},
  language     = {swe},
  pages        = {141},
  publisher    = {Lärarutbildningen, Malmö högskola},
  school       = {Lund University},
  series       = {Malmö studies in educational sciences},
  title        = {Utbildningskontextens betydelse för lärandeprocesser},
  year         = {2005},
}