Bridging School-Subjects and Distances in Upper Secondary Schools

J Ola Lindberg; Susanne Sahlin

Campus-Wide Information Systems Vol. 28, No. 3 (2011) pp. 144–153

Purpose: The aim of this paper is to report how Swedish upper secondary schools involved in a European Union-financed collaborative project intertwined aspects of subject integration and international collaboration with the use of ICT. Design...

Technology-Mediated Supervision of Undergraduate Students' Dissertations

Jimmy Jaldemark; J Ola Lindberg

Studies in Higher Education Vol. 38, No. 9 (2013) pp. 1382–1392

In Sweden, technology-mediated participation has increased in tertiary education, which has led to changing conditions for its delivery. However, one part has proven more resistant to change, technology-mediated or not: the supervision of students...

Topics: Change, Students

Individual and Flexible: Working Conditions in the Practice of Swedish Distance-Based Teacher Education

J Ola Lindberg; Anders D. Olofsson

International Education Journal Vol. 7, No. 5 (October 2006) pp. 699–708

This article reports on the working conditions within Swedish ICT-supported distance-based teacher education. Data collected from teacher trainees are analyzed and discussed in relation to Swedish governmental policies concerning teacher education...

Assumptions about Participating in Teacher Education through the Use of ICT

Anders D. Olofsson; J Ola Lindberg

Campus-Wide Information Systems Vol. 22, No. 3 (2005) pp. 154–161

Purpose: With a philosophical stance in relation to education, this paper aims to discuss different understandings of participation in an information and communication technology (ICT)-supported distance-based teacher education program in Sweden....

What Do Upper Secondary School Teachers Want to Know from Research on the Use of ICT and How Does This Inform a Research Design?

Anders D. Olofsson; J. Ola Lindberg; Göran Fransson

Education and Information Technologies Vol. 22, No. 6 (2017) pp. 2897–2914

This study investigates what teachers taking part in a longitudinal research project on the use of ICT for teaching and learning in three upper secondary schools in Sweden want to learn more about. At the beginning of the project eighty-four...

Blogs and the Design of Reflective Peer-to-Peer Technology-Enhanced Learning and Formative Assessment

Anders D. Olofsson; J Ola Lindberg; Trond Eiliv Hauge

Campus-Wide Information Systems Vol. 28, No. 3 (2011) pp. 183–194

Purpose: The purpose of this paper is to analyze the use of blogs as part of a formative assessment practice, to report how reflective peer-to-peer learning can be designed and provided in online higher education. Design/methodology/approach: The...

From a Student Perspective, What Constitutes a Good (or Less Good) Use of ICT in Teaching?

Göran Fransson; Ola J. Lindberg; Anders D. Olofsson

Education and Information Technologies Vol. 23, No. 5 (2018) pp. 2155–2177

This paper investigates what upper secondary school students regard as good or less good teaching using ICT. 367 Swedish upper secondary students in 2 schools responded to a web-based questionnaire. The students were asked to describe one of their...

Shared Video Media and Blogging Online: Educational Technologies for Enhancing Formative E-Assessment?

Anders D. Olofsson; J Ola Lindberg; Ulf Stodberg

Campus-Wide Information Systems Vol. 28, No. 1 (2011) pp. 41–55

Purpose: The purpose of this paper is to provide an understanding of students' meaning-making processes, as they are part of an e-assessment practice via written blog posting upon their own, and their co-students' performances, presented online...