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Jimmy Jaldemark | Mid Sweden University - Academia.edu

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href="/JimmyJaldemark/mentions"><div class="stat-container"><p class="label">Mentions</p><p class="data">1</p></div></a><span><div class="stat-container"><p class="label"><span class="js-profile-total-view-text">Public Views</span></p><p class="data"><span class="js-profile-view-count"></span></p></div></span></div><div class="user-bio-container"><div class="profile-bio fake-truncate js-profile-about" style="margin: 0px;">My academic work is available at:<br /><br />GoogleScholar<br />http://scholar.google.se/citations?user=XeLvMCcAAAAJ&amp;hl=sv<br /><br />Twitter<br />https://twitter.com/doctorboundless<br /><br />ResearchGate<br />https://www.researchgate.net/profile/Jimmy_Jaldemark<br /><br />LinkedIn<br />https://www.linkedin.com/in/JimmyJaldemark<br /><br />Publons<br />https://publons.com/author/768977/jimmy-jaldemark#profile<br /><div class="js-profile-less-about u-linkUnstyled u-tcGrayDarker u-textDecorationUnderline u-displayNone">less</div></div></div><div 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data-toggle="tab" href="#conferencepresentations" role="tab" style="border: none;"><span>1</span>&nbsp;Conference Presentations</a></li></ul></li></ul></div><div class="divider ds-divider-16" style="margin: 0px;"></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Journal papers" id="Journal papers"><h3 class="profile--tab_heading_container">Journal papers by Jimmy Jaldemark</h3></div><div class="js-work-strip profile--work_container" data-work-id="16400667"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/16400667/Online_supervision_a_theory_of_supervisors_strategic_communicative_influence_on_student_dissertations"><img alt="Research paper thumbnail of Online supervision: a theory of supervisors’ strategic communicative influence on student dissertations" class="work-thumbnail" src="https://attachments.academia-assets.com/40807073/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/16400667/Online_supervision_a_theory_of_supervisors_strategic_communicative_influence_on_student_dissertations">Online supervision: a theory of supervisors’ strategic communicative influence on student dissertations</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://miun.academia.edu/GunnarAugustsson">Gunnar Augustsson</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://miun.academia.edu/JimmyJaldemark">Jimmy Jaldemark</a></span></div><div class="wp-workCard_item"><span>Higher Education</span><span>, 2014</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6061eb42c5449054dfc00faccad8d69b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{&quot;attachment_id&quot;:40807073,&quot;asset_id&quot;:16400667,&quot;asset_type&quot;:&quot;Work&quot;,&quot;button_location&quot;:&quot;profile&quot;}" href="https://www.academia.edu/attachments/40807073/download_file?st=MTczMjM5MTczOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="16400667"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa 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This article focuses on supervisors' written online communication about drafts of undergraduate student dissertations. Theoretically, these utterances form part of the communicative exchanges performed in the practice of supervision. This means that supervision is an emergent phenomenon that relates to its past, current, and future states. The setting was a dissertation course within a bachelor programme in behavioural science. The data consists of 423 utterances from four supervisors. The utterances were analysed and categorised, and the results show different qualities and degrees of identifications in the supervisors' communicated utterances. The study shows that the quality of supervisors' utterances embraces the difference between the application of comments, points of view, instructions, and questions. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="2701911"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/2701911/Technology_mediated_supervision_of_undergraduate_students_dissertations"><img alt="Research paper thumbnail of Technology-mediated supervision of undergraduate students&#39; dissertations" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/2701911/Technology_mediated_supervision_of_undergraduate_students_dissertations">Technology-mediated supervision of undergraduate students&#39; dissertations</a></div><div class="wp-workCard_item"><span>Studies in Higher Education</span><span>, 2012</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In Sweden, technology-mediated participation has increased in tertiary education, which has led t...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">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&#39; undergraduate dissertation work. This article presents a study that analyses technological applications to mediate supervision of students&#39; undergraduate dissertation work. It is shown that students in general find such mediated participation helpful for supervision, both one-to-one and collaboratively. Mediation by technologies and collaborative forms for the supervision of students&#39; undergraduate dissertation are, therefore, suggested as productive ways to enhance students&#39; learning.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="2701911"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="2701911"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 2701911; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=2701911]").text(description); $(".js-view-count[data-work-id=2701911]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 2701911; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='2701911']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 2701911, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=2701911]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":2701911,"title":"Technology-mediated supervision of undergraduate students' dissertations","translated_title":"","metadata":{"abstract":"In Sweden, technology-mediated participation has increased in tertiary education, which has led to changing conditions for its delivery. 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Mediation by technologies and collaborative forms for the supervision of students' undergraduate dissertation are, therefore, suggested as productive ways to enhance students' learning.","internal_url":"https://www.academia.edu/2701911/Technology_mediated_supervision_of_undergraduate_students_dissertations","translated_internal_url":"","created_at":"2013-02-26T22:06:31.081-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2593729,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[],"slug":"Technology_mediated_supervision_of_undergraduate_students_dissertations","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":2593729,"first_name":"Jimmy","middle_initials":"","last_name":"Jaldemark","page_name":"JimmyJaldemark","domain_name":"miun","created_at":"2012-10-02T17:25:04.144-07:00","display_name":"Jimmy Jaldemark","url":"https://miun.academia.edu/JimmyJaldemark"},"attachments":[],"research_interests":[{"id":16815,"name":"Online Education","url":"https://www.academia.edu/Documents/in/Online_Education"},{"id":22799,"name":"Higher Education Studies","url":"https://www.academia.edu/Documents/in/Higher_Education_Studies"},{"id":24832,"name":"Blended Learning","url":"https://www.academia.edu/Documents/in/Blended_Learning"},{"id":35254,"name":"Collaborative Learning","url":"https://www.academia.edu/Documents/in/Collaborative_Learning"},{"id":56421,"name":"Student Experience","url":"https://www.academia.edu/Documents/in/Student_Experience"},{"id":124971,"name":"Education Systems","url":"https://www.academia.edu/Documents/in/Education_Systems"},{"id":320763,"name":"Tertiary Education","url":"https://www.academia.edu/Documents/in/Tertiary_Education"},{"id":442734,"name":"First Year","url":"https://www.academia.edu/Documents/in/First_Year"},{"id":454918,"name":"Resistance to Change","url":"https://www.academia.edu/Documents/in/Resistance_to_Change"}],"urls":[{"id":602178,"url":"http://dx.doi.org/10.1080/03075079.2011.626851"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="2701910"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/2701910/How_and_why_do_students_of_higher_education_participate_in_online_seminars"><img alt="Research paper thumbnail of How and why do students of higher education participate in online seminars?" class="work-thumbnail" src="https://attachments.academia-assets.com/40807131/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/2701910/How_and_why_do_students_of_higher_education_participate_in_online_seminars">How and why do students of higher education participate in online seminars?</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://kth.academia.edu/StefanHrastinski">Stefan Hrastinski</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://miun.academia.edu/JimmyJaldemark">Jimmy Jaldemark</a></span></div><div class="wp-workCard_item"><span>Education and Information Technologies</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Online education is continuing to gain popularity in educational institutions and organizations. ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Online education is continuing to gain popularity in educational institutions and organizations. Hitherto, most research has occurred at aggregated levels, while few researchers have studied how and why individuals participate in online education. It is essential to examine individual perceptions and relationships in order to understand how students behave in relation to others. This paper investigates how students of higher education participate in online seminars and why they participate in certain ways. An online class that attended asynchronous and synchronous online seminars was studied. Electronic logs were used to examine how students participated and interviews were used to illustrate why they participated. It was revealed that the participation of students varied between aspects such as exchanging information, managing tasks and providing social support and the emphasis of these aspects were related to the tool they communicated through. A number of participation inhibitors were identified and it was also suggested how these inhibitors can be addressed.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8b7bad7d9094e90d889860a72408667e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{&quot;attachment_id&quot;:40807131,&quot;asset_id&quot;:2701910,&quot;asset_type&quot;:&quot;Work&quot;,&quot;button_location&quot;:&quot;profile&quot;}" href="https://www.academia.edu/attachments/40807131/download_file?st=MTczMjM5MTczOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="2701910"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="2701910"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 2701910; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=2701910]").text(description); $(".js-view-count[data-work-id=2701910]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 2701910; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='2701910']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 2701910, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8b7bad7d9094e90d889860a72408667e" } } $('.js-work-strip[data-work-id=2701910]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":2701910,"title":"How and why do students of higher education participate in online seminars?","translated_title":"","metadata":{"abstract":"Online education is continuing to gain popularity in educational institutions and organizations. Hitherto, most research has occurred at aggregated levels, while few researchers have studied how and why individuals participate in online education. It is essential to examine individual perceptions and relationships in order to understand how students behave in relation to others. This paper investigates how students of higher education participate in online seminars and why they participate in certain ways. An online class that attended asynchronous and synchronous online seminars was studied. Electronic logs were used to examine how students participated and interviews were used to illustrate why they participated. It was revealed that the participation of students varied between aspects such as exchanging information, managing tasks and providing social support and the emphasis of these aspects were related to the tool they communicated through. A number of participation inhibitors were identified and it was also suggested how these inhibitors can be addressed.","publication_name":"Education and Information Technologies"},"translated_abstract":"Online education is continuing to gain popularity in educational institutions and organizations. Hitherto, most research has occurred at aggregated levels, while few researchers have studied how and why individuals participate in online education. It is essential to examine individual perceptions and relationships in order to understand how students behave in relation to others. This paper investigates how students of higher education participate in online seminars and why they participate in certain ways. An online class that attended asynchronous and synchronous online seminars was studied. Electronic logs were used to examine how students participated and interviews were used to illustrate why they participated. It was revealed that the participation of students varied between aspects such as exchanging information, managing tasks and providing social support and the emphasis of these aspects were related to the tool they communicated through. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="16400668"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/16400668/Theories_of_participation_in_online_learning_communities_an_intersectional_understanding"><img alt="Research paper thumbnail of Theories of participation in online learning communities: an intersectional understanding" class="work-thumbnail" src="https://attachments.academia-assets.com/59858845/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/16400668/Theories_of_participation_in_online_learning_communities_an_intersectional_understanding">Theories of participation in online learning communities: an intersectional understanding</a></div><div class="wp-workCard_item"><span>International Journal of Web Based Communities</span><span>, 2012</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ABSTRACT This article deals with the question of how participation in online learning communities...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">ABSTRACT This article deals with the question of how participation in online learning communities can be understood. Starting from the idea that participation in such communities has an intersectional character; it investigates how understanding of this character of participation relates to different rhetoric. Such rhetoric is discussed as being either interactional or transactional. The discussion links the application of rhetoric to both human beings and non-human objects such as content and technologies. The article concludes that application of a dualistic interactional rhetoric is suitable to a narrow conceptualisation and design of participation in online learning communities. However, a non-dualistic transactional rhetoric is suitable if a wider conceptualisation and design of participation in online learning communities is sought. An example from the healthcare sector is used to illustrate how the ideas discussed in the article could be applied to designing for participation in online learning communities.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="625f9c401ca427bec26104a6a50a2271" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{&quot;attachment_id&quot;:59858845,&quot;asset_id&quot;:16400668,&quot;asset_type&quot;:&quot;Work&quot;,&quot;button_location&quot;:&quot;profile&quot;}" href="https://www.academia.edu/attachments/59858845/download_file?st=MTczMjM5MTczOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="16400668"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="16400668"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 16400668; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=16400668]").text(description); $(".js-view-count[data-work-id=16400668]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 16400668; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='16400668']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 16400668, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "625f9c401ca427bec26104a6a50a2271" } } $('.js-work-strip[data-work-id=16400668]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":16400668,"title":"Theories of participation in online learning communities: an intersectional understanding","translated_title":"","metadata":{"abstract":"ABSTRACT This article deals with the question of how participation in online learning communities can be understood. 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$a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="2701908"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/2701908/Participation_and_genres_of_communication_in_online_settings_of_higher_education"><img alt="Research paper thumbnail of Participation and genres of communication in online settings of higher education" class="work-thumbnail" src="https://attachments.academia-assets.com/40807140/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/2701908/Participation_and_genres_of_communication_in_online_settings_of_higher_education">Participation and genres of communication in online settings of higher education</a></div><div class="wp-workCard_item"><span>Education and Information Technologies</span><span>, 2008</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper focuses on written utterances in online settings of higher education. It concerns the ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper focuses on written utterances in online settings of higher education. It concerns the constitution of the initiation, turn taking and the steering of exchanges of utterances; and it describes these patterns in terms of different genres. The study also concerns participation in higher education and, specifically, participation in educational settings where students and teachers rarely meet face-to-face. Their participation is thus dependant on written utterances in online settings. Overall, this paper discusses constitutive aspects of these written utterances. The educational communication between students and teachers embraced both student- and teacher-centered genres. The distinction between these two genres relates to the functionality of the utterances, the main metaphor for learning and the responsibilities for the communication taken by students and teachers. The emergence of these genres seems to be affected by interplay between the composition of the study-groups, the structure of the task and other aspects of participation through online settings.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1769852814fd91f87788cb783fce0ae7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{&quot;attachment_id&quot;:40807140,&quot;asset_id&quot;:2701908,&quot;asset_type&quot;:&quot;Work&quot;,&quot;button_location&quot;:&quot;profile&quot;}" href="https://www.academia.edu/attachments/40807140/download_file?st=MTczMjM5MTczOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="2701908"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="2701908"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 2701908; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=2701908]").text(description); $(".js-view-count[data-work-id=2701908]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 2701908; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='2701908']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 2701908, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1769852814fd91f87788cb783fce0ae7" } } $('.js-work-strip[data-work-id=2701908]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":2701908,"title":"Participation and genres of communication in online settings of higher education","translated_title":"","metadata":{"abstract":"This paper focuses on written utterances in online settings of higher education. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="2701906"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/2701906/Changes_within_the_practice_of_higher_education_participating_in_educational_communication_through_distance_settings"><img alt="Research paper thumbnail of Changes within the practice of higher education: participating in educational communication through distance settings" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/2701906/Changes_within_the_practice_of_higher_education_participating_in_educational_communication_through_distance_settings">Changes within the practice of higher education: participating in educational communication through distance settings</a></div><div class="wp-workCard_item"><span>International Journal of Web Based Communities</span><span>, 2008</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ABSTRACT This paper is about changes within the practice of higher education. These changes relat...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">ABSTRACT This paper is about changes within the practice of higher education. These changes relate to students&amp;amp;#39; and teachers&amp;amp;#39; participation in educational communication through distance settings. Here, this communication is analysed and described in terms of different dialogical intersections, which embrace the tools used in educational communication and the locations where students and teachers are physically situated. The Swedish practice of higher education illustrates these changes in participation in educational communication. In short, the number of intersections has increased, and the use of tools and locations has changed over the years. This is visible both in discourse and in the practice of higher education. Finally, this paper questions whether the distinction between distance, face-to-face and online education nowadays is meaningful.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="2701906"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="2701906"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 2701906; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=2701906]").text(description); $(".js-view-count[data-work-id=2701906]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 2701906; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='2701906']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 2701906, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=2701906]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":2701906,"title":"Changes within the practice of higher education: participating in educational communication through distance settings","translated_title":"","metadata":{"abstract":"ABSTRACT This paper is about changes within the practice of higher education. 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Finally, this paper questions whether the distinction between distance, face-to-face and online education nowadays is meaningful.","internal_url":"https://www.academia.edu/2701906/Changes_within_the_practice_of_higher_education_participating_in_educational_communication_through_distance_settings","translated_internal_url":"","created_at":"2013-02-26T22:06:25.345-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2593729,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[],"slug":"Changes_within_the_practice_of_higher_education_participating_in_educational_communication_through_distance_settings","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":2593729,"first_name":"Jimmy","middle_initials":"","last_name":"Jaldemark","page_name":"JimmyJaldemark","domain_name":"miun","created_at":"2012-10-02T17:25:04.144-07:00","display_name":"Jimmy Jaldemark","url":"https://miun.academia.edu/JimmyJaldemark"},"attachments":[],"research_interests":[{"id":37,"name":"Information Systems","url":"https://www.academia.edu/Documents/in/Information_Systems"},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education"},{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy"},{"id":966252,"name":"Web based Communities","url":"https://www.academia.edu/Documents/in/Web_based_Communities"}],"urls":[{"id":602173,"url":"http://www.inderscience.com/link.php?id=17671"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="16400657"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/16400657/Critical_Remarks_on_Conceptualisations_of_Online_Education"><img alt="Research paper thumbnail of Critical Remarks on Conceptualisations of Online Education" class="work-thumbnail" src="https://attachments.academia-assets.com/51771768/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/16400657/Critical_Remarks_on_Conceptualisations_of_Online_Education">Critical Remarks on Conceptualisations of Online Education</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Page 1. The University of the Fraser Valley Research Review volume 4: issue 1 (Spring, 2011) 12 C...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Page 1. The University of the Fraser Valley Research Review volume 4: issue 1 (Spring, 2011) 12 Critical Remarks on Conceptualisations of Online Education UFV Graduate Student Paper Winner Jimmy Jaldemark Mid-Sweden University Sweden ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ae7627d30b3d6097f2a2c6c2f7691368" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{&quot;attachment_id&quot;:51771768,&quot;asset_id&quot;:16400657,&quot;asset_type&quot;:&quot;Work&quot;,&quot;button_location&quot;:&quot;profile&quot;}" href="https://www.academia.edu/attachments/51771768/download_file?st=MTczMjM5MTczOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="16400657"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="16400657"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 16400657; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=16400657]").text(description); $(".js-view-count[data-work-id=16400657]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 16400657; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='16400657']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 16400657, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ae7627d30b3d6097f2a2c6c2f7691368" } } $('.js-work-strip[data-work-id=16400657]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":16400657,"title":"Critical Remarks on Conceptualisations of Online Education","translated_title":"","metadata":{"abstract":"Page 1. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="profile--tab_heading_container js-section-heading" data-section="PhD Dissertation and Special Issues" id="PhD Dissertation and Special Issues"><h3 class="profile--tab_heading_container">PhD Dissertation and Special Issues by Jimmy Jaldemark</h3></div><div class="js-work-strip profile--work_container" data-work-id="16400650"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/16400650/Participation_in_online_learning_commuties"><img alt="Research paper thumbnail of Participation in online learning commuties" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/16400650/Participation_in_online_learning_commuties">Participation in online learning commuties</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="16400650"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="16400650"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 16400650; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "89f3ee7e0cf92dac273ce10b911c33de" } } $('.js-work-strip[data-work-id=16400642]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":16400642,"title":"Participation in a boundless activity: Computer-mediated communication in Swedish higher education","translated_title":"","metadata":{"grobid_abstract":"The general purpose of this thesis is to understand how participation in the activity of education relates to communication and tools. This purpose unfolds by drawing on possible conceivable consequences. In the fulfilment of this purpose communication, education, participation, and tools are analytically linked by a common denominator: human action. The commentary text expounds on these links, while the four included papers illustrate how these links operate in educational settings. The general purpose serves to frame a narrower purpose: a discussion of participation through computer-mediated communication in online settings of Swedish higher education. The theoretical departure derives from a transactional approach that embraces human action as an inseparable aspect of a dynamic whole, here defined as the activity of education. This activity is discussed in terms of its cultural, ecological, historical, and social aspects. This theoretical departure embraces ideas largely taken from ecological, pragmatic and sociocultural perspectives of human action. The papers include analyses of, variously, empirical material taken from interviews with students, online exchanges of utterances, syllabuses, and study-guides. Two of the papers are literature reviews. The findings indicate that participation in education is a complex boundless phenomenon that is best understood as a dynamic whole. In this whole, participation in education is culturally, ecologically, historically, and socially transformed by actions, agents, communication, tools, and the setting. In this thesis, concepts such as computermediated communication, communicative genres, dialogical intersections, and educational settings are utilised to reach a dynamic understanding. The dynamics of these findings, therefore, are a challenge to all dualistic conceptualisations of education, such as those building on the idea of learners operating in learning environments. Particularly, these findings challenge operationalisations of education that rely on computer-mediated communication and which build on the idea of so-called online learning environments. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="profile--tab_heading_container js-section-heading" data-section="Chapters" id="Chapters"><h3 class="profile--tab_heading_container">Chapters by Jimmy Jaldemark</h3></div><div class="js-work-strip profile--work_container" data-work-id="16400645"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/16400645/Boundless_writing_Applying_a_transactional_approach_to_design_of_a_thesis_course_in_higher_education"><img alt="Research paper thumbnail of Boundless writing: Applying a transactional approach to design of a thesis course in higher education" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/16400645/Boundless_writing_Applying_a_transactional_approach_to_design_of_a_thesis_course_in_higher_education">Boundless writing: Applying a transactional approach to design of a thesis course in higher education</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="16400645"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="16400645"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 16400645; 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href="https://www.academia.edu/16400706/Om_den_l%C3%A4randes_makt_%C3%B6ver_l%C3%A4randet_i_n%C3%A4tbaserad_utbildning"><img alt="Research paper thumbnail of Om den lärandes makt över lärandet i nätbaserad utbildning" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/16400706/Om_den_l%C3%A4randes_makt_%C3%B6ver_l%C3%A4randet_i_n%C3%A4tbaserad_utbildning">Om den lärandes makt över lärandet i nätbaserad utbildning</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper 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wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/123412287/Building_hybrids_between_higher_education_and_society">Building hybrids between higher education and society</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="123412287"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="123412287"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 123412287; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=123412287]").text(description); $(".js-view-count[data-work-id=123412287]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 123412287; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='123412287']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); 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href="https://www.academia.edu/16400667/Online_supervision_a_theory_of_supervisors_strategic_communicative_influence_on_student_dissertations">Online supervision: a theory of supervisors’ strategic communicative influence on student dissertations</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://miun.academia.edu/GunnarAugustsson">Gunnar Augustsson</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://miun.academia.edu/JimmyJaldemark">Jimmy Jaldemark</a></span></div><div class="wp-workCard_item"><span>Higher Education</span><span>, 2014</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6061eb42c5449054dfc00faccad8d69b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" 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communication and electronic drafts, while offline supervision comprises physical and social clues, verbal communication, and drafts of texts. This article focuses on supervisors' written online communication about drafts of undergraduate student dissertations. Theoretically, these utterances form part of the communicative exchanges performed in the practice of supervision. This means that supervision is an emergent phenomenon that relates to its past, current, and future states. The setting was a dissertation course within a bachelor programme in behavioural science. The data consists of 423 utterances from four supervisors. The utterances were analysed and categorised, and the results show different qualities and degrees of identifications in the supervisors' communicated utterances. The study shows that the quality of supervisors' utterances embraces the difference between the application of comments, points of view, instructions, and questions. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="2701911"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/2701911/Technology_mediated_supervision_of_undergraduate_students_dissertations"><img alt="Research paper thumbnail of Technology-mediated supervision of undergraduate students&#39; dissertations" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/2701911/Technology_mediated_supervision_of_undergraduate_students_dissertations">Technology-mediated supervision of undergraduate students&#39; dissertations</a></div><div class="wp-workCard_item"><span>Studies in Higher Education</span><span>, 2012</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In Sweden, technology-mediated participation has increased in tertiary education, which has led t...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">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&#39; undergraduate dissertation work. This article presents a study that analyses technological applications to mediate supervision of students&#39; undergraduate dissertation work. It is shown that students in general find such mediated participation helpful for supervision, both one-to-one and collaboratively. Mediation by technologies and collaborative forms for the supervision of students&#39; undergraduate dissertation are, therefore, suggested as productive ways to enhance students&#39; learning.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="2701911"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="2701911"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 2701911; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=2701911]").text(description); $(".js-view-count[data-work-id=2701911]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 2701911; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='2701911']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 2701911, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=2701911]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":2701911,"title":"Technology-mediated supervision of undergraduate students' dissertations","translated_title":"","metadata":{"abstract":"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' undergraduate dissertation work. This article presents a study that analyses technological applications to mediate supervision of students' undergraduate dissertation work. It is shown that students in general find such mediated participation helpful for supervision, both one-to-one and collaboratively. Mediation by technologies and collaborative forms for the supervision of students' undergraduate dissertation are, therefore, suggested as productive ways to enhance students' learning.","publication_date":{"day":null,"month":null,"year":2012,"errors":{}},"publication_name":"Studies in Higher Education"},"translated_abstract":"In Sweden, technology-mediated participation has increased in tertiary education, which has led to changing conditions for its delivery. 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Mediation by technologies and collaborative forms for the supervision of students' undergraduate dissertation are, therefore, suggested as productive ways to enhance students' learning.","internal_url":"https://www.academia.edu/2701911/Technology_mediated_supervision_of_undergraduate_students_dissertations","translated_internal_url":"","created_at":"2013-02-26T22:06:31.081-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2593729,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[],"slug":"Technology_mediated_supervision_of_undergraduate_students_dissertations","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":2593729,"first_name":"Jimmy","middle_initials":"","last_name":"Jaldemark","page_name":"JimmyJaldemark","domain_name":"miun","created_at":"2012-10-02T17:25:04.144-07:00","display_name":"Jimmy Jaldemark","url":"https://miun.academia.edu/JimmyJaldemark"},"attachments":[],"research_interests":[{"id":16815,"name":"Online Education","url":"https://www.academia.edu/Documents/in/Online_Education"},{"id":22799,"name":"Higher Education Studies","url":"https://www.academia.edu/Documents/in/Higher_Education_Studies"},{"id":24832,"name":"Blended Learning","url":"https://www.academia.edu/Documents/in/Blended_Learning"},{"id":35254,"name":"Collaborative Learning","url":"https://www.academia.edu/Documents/in/Collaborative_Learning"},{"id":56421,"name":"Student Experience","url":"https://www.academia.edu/Documents/in/Student_Experience"},{"id":124971,"name":"Education Systems","url":"https://www.academia.edu/Documents/in/Education_Systems"},{"id":320763,"name":"Tertiary Education","url":"https://www.academia.edu/Documents/in/Tertiary_Education"},{"id":442734,"name":"First Year","url":"https://www.academia.edu/Documents/in/First_Year"},{"id":454918,"name":"Resistance to Change","url":"https://www.academia.edu/Documents/in/Resistance_to_Change"}],"urls":[{"id":602178,"url":"http://dx.doi.org/10.1080/03075079.2011.626851"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="2701910"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/2701910/How_and_why_do_students_of_higher_education_participate_in_online_seminars"><img alt="Research paper thumbnail of How and why do students of higher education participate in online seminars?" class="work-thumbnail" src="https://attachments.academia-assets.com/40807131/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/2701910/How_and_why_do_students_of_higher_education_participate_in_online_seminars">How and why do students of higher education participate in online seminars?</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://kth.academia.edu/StefanHrastinski">Stefan Hrastinski</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://miun.academia.edu/JimmyJaldemark">Jimmy Jaldemark</a></span></div><div class="wp-workCard_item"><span>Education and Information Technologies</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Online education is continuing to gain popularity in educational institutions and organizations. ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Online education is continuing to gain popularity in educational institutions and organizations. Hitherto, most research has occurred at aggregated levels, while few researchers have studied how and why individuals participate in online education. It is essential to examine individual perceptions and relationships in order to understand how students behave in relation to others. This paper investigates how students of higher education participate in online seminars and why they participate in certain ways. An online class that attended asynchronous and synchronous online seminars was studied. Electronic logs were used to examine how students participated and interviews were used to illustrate why they participated. It was revealed that the participation of students varied between aspects such as exchanging information, managing tasks and providing social support and the emphasis of these aspects were related to the tool they communicated through. A number of participation inhibitors were identified and it was also suggested how these inhibitors can be addressed.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8b7bad7d9094e90d889860a72408667e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{&quot;attachment_id&quot;:40807131,&quot;asset_id&quot;:2701910,&quot;asset_type&quot;:&quot;Work&quot;,&quot;button_location&quot;:&quot;profile&quot;}" href="https://www.academia.edu/attachments/40807131/download_file?st=MTczMjM5MTczOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="2701910"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="2701910"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 2701910; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=2701910]").text(description); $(".js-view-count[data-work-id=2701910]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 2701910; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='2701910']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 2701910, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8b7bad7d9094e90d889860a72408667e" } } $('.js-work-strip[data-work-id=2701910]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":2701910,"title":"How and why do students of higher education participate in online seminars?","translated_title":"","metadata":{"abstract":"Online education is continuing to gain popularity in educational institutions and organizations. Hitherto, most research has occurred at aggregated levels, while few researchers have studied how and why individuals participate in online education. It is essential to examine individual perceptions and relationships in order to understand how students behave in relation to others. This paper investigates how students of higher education participate in online seminars and why they participate in certain ways. An online class that attended asynchronous and synchronous online seminars was studied. Electronic logs were used to examine how students participated and interviews were used to illustrate why they participated. It was revealed that the participation of students varied between aspects such as exchanging information, managing tasks and providing social support and the emphasis of these aspects were related to the tool they communicated through. A number of participation inhibitors were identified and it was also suggested how these inhibitors can be addressed.","publication_name":"Education and Information Technologies"},"translated_abstract":"Online education is continuing to gain popularity in educational institutions and organizations. Hitherto, most research has occurred at aggregated levels, while few researchers have studied how and why individuals participate in online education. It is essential to examine individual perceptions and relationships in order to understand how students behave in relation to others. This paper investigates how students of higher education participate in online seminars and why they participate in certain ways. An online class that attended asynchronous and synchronous online seminars was studied. Electronic logs were used to examine how students participated and interviews were used to illustrate why they participated. It was revealed that the participation of students varied between aspects such as exchanging information, managing tasks and providing social support and the emphasis of these aspects were related to the tool they communicated through. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="16400668"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/16400668/Theories_of_participation_in_online_learning_communities_an_intersectional_understanding"><img alt="Research paper thumbnail of Theories of participation in online learning communities: an intersectional understanding" class="work-thumbnail" src="https://attachments.academia-assets.com/59858845/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/16400668/Theories_of_participation_in_online_learning_communities_an_intersectional_understanding">Theories of participation in online learning communities: an intersectional understanding</a></div><div class="wp-workCard_item"><span>International Journal of Web Based Communities</span><span>, 2012</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ABSTRACT This article deals with the question of how participation in online learning communities...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">ABSTRACT This article deals with the question of how participation in online learning communities can be understood. Starting from the idea that participation in such communities has an intersectional character; it investigates how understanding of this character of participation relates to different rhetoric. Such rhetoric is discussed as being either interactional or transactional. The discussion links the application of rhetoric to both human beings and non-human objects such as content and technologies. The article concludes that application of a dualistic interactional rhetoric is suitable to a narrow conceptualisation and design of participation in online learning communities. However, a non-dualistic transactional rhetoric is suitable if a wider conceptualisation and design of participation in online learning communities is sought. An example from the healthcare sector is used to illustrate how the ideas discussed in the article could be applied to designing for participation in online learning communities.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="625f9c401ca427bec26104a6a50a2271" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{&quot;attachment_id&quot;:59858845,&quot;asset_id&quot;:16400668,&quot;asset_type&quot;:&quot;Work&quot;,&quot;button_location&quot;:&quot;profile&quot;}" href="https://www.academia.edu/attachments/59858845/download_file?st=MTczMjM5MTczOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="16400668"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="16400668"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 16400668; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=16400668]").text(description); $(".js-view-count[data-work-id=16400668]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 16400668; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='16400668']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 16400668, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "625f9c401ca427bec26104a6a50a2271" } } $('.js-work-strip[data-work-id=16400668]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":16400668,"title":"Theories of participation in online learning communities: an intersectional understanding","translated_title":"","metadata":{"abstract":"ABSTRACT This article deals with the question of how participation in online learning communities can be understood. 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$a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="2701908"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/2701908/Participation_and_genres_of_communication_in_online_settings_of_higher_education"><img alt="Research paper thumbnail of Participation and genres of communication in online settings of higher education" class="work-thumbnail" src="https://attachments.academia-assets.com/40807140/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/2701908/Participation_and_genres_of_communication_in_online_settings_of_higher_education">Participation and genres of communication in online settings of higher education</a></div><div class="wp-workCard_item"><span>Education and Information Technologies</span><span>, 2008</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper focuses on written utterances in online settings of higher education. It concerns the ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper focuses on written utterances in online settings of higher education. It concerns the constitution of the initiation, turn taking and the steering of exchanges of utterances; and it describes these patterns in terms of different genres. The study also concerns participation in higher education and, specifically, participation in educational settings where students and teachers rarely meet face-to-face. Their participation is thus dependant on written utterances in online settings. Overall, this paper discusses constitutive aspects of these written utterances. The educational communication between students and teachers embraced both student- and teacher-centered genres. The distinction between these two genres relates to the functionality of the utterances, the main metaphor for learning and the responsibilities for the communication taken by students and teachers. The emergence of these genres seems to be affected by interplay between the composition of the study-groups, the structure of the task and other aspects of participation through online settings.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1769852814fd91f87788cb783fce0ae7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{&quot;attachment_id&quot;:40807140,&quot;asset_id&quot;:2701908,&quot;asset_type&quot;:&quot;Work&quot;,&quot;button_location&quot;:&quot;profile&quot;}" href="https://www.academia.edu/attachments/40807140/download_file?st=MTczMjM5MTczOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="2701908"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="2701908"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 2701908; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=2701908]").text(description); $(".js-view-count[data-work-id=2701908]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 2701908; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='2701908']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 2701908, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1769852814fd91f87788cb783fce0ae7" } } $('.js-work-strip[data-work-id=2701908]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":2701908,"title":"Participation and genres of communication in online settings of higher education","translated_title":"","metadata":{"abstract":"This paper focuses on written utterances in online settings of higher education. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="2701906"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/2701906/Changes_within_the_practice_of_higher_education_participating_in_educational_communication_through_distance_settings"><img alt="Research paper thumbnail of Changes within the practice of higher education: participating in educational communication through distance settings" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/2701906/Changes_within_the_practice_of_higher_education_participating_in_educational_communication_through_distance_settings">Changes within the practice of higher education: participating in educational communication through distance settings</a></div><div class="wp-workCard_item"><span>International Journal of Web Based Communities</span><span>, 2008</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ABSTRACT This paper is about changes within the practice of higher education. These changes relat...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">ABSTRACT This paper is about changes within the practice of higher education. These changes relate to students&amp;amp;#39; and teachers&amp;amp;#39; participation in educational communication through distance settings. Here, this communication is analysed and described in terms of different dialogical intersections, which embrace the tools used in educational communication and the locations where students and teachers are physically situated. The Swedish practice of higher education illustrates these changes in participation in educational communication. In short, the number of intersections has increased, and the use of tools and locations has changed over the years. This is visible both in discourse and in the practice of higher education. Finally, this paper questions whether the distinction between distance, face-to-face and online education nowadays is meaningful.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="2701906"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="2701906"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 2701906; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=2701906]").text(description); $(".js-view-count[data-work-id=2701906]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 2701906; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='2701906']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 2701906, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=2701906]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":2701906,"title":"Changes within the practice of higher education: participating in educational communication through distance settings","translated_title":"","metadata":{"abstract":"ABSTRACT This paper is about changes within the practice of higher education. 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Finally, this paper questions whether the distinction between distance, face-to-face and online education nowadays is meaningful.","internal_url":"https://www.academia.edu/2701906/Changes_within_the_practice_of_higher_education_participating_in_educational_communication_through_distance_settings","translated_internal_url":"","created_at":"2013-02-26T22:06:25.345-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2593729,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[],"slug":"Changes_within_the_practice_of_higher_education_participating_in_educational_communication_through_distance_settings","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":2593729,"first_name":"Jimmy","middle_initials":"","last_name":"Jaldemark","page_name":"JimmyJaldemark","domain_name":"miun","created_at":"2012-10-02T17:25:04.144-07:00","display_name":"Jimmy Jaldemark","url":"https://miun.academia.edu/JimmyJaldemark"},"attachments":[],"research_interests":[{"id":37,"name":"Information Systems","url":"https://www.academia.edu/Documents/in/Information_Systems"},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education"},{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy"},{"id":966252,"name":"Web based Communities","url":"https://www.academia.edu/Documents/in/Web_based_Communities"}],"urls":[{"id":602173,"url":"http://www.inderscience.com/link.php?id=17671"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="16400657"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/16400657/Critical_Remarks_on_Conceptualisations_of_Online_Education"><img alt="Research paper thumbnail of Critical Remarks on Conceptualisations of Online Education" class="work-thumbnail" src="https://attachments.academia-assets.com/51771768/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/16400657/Critical_Remarks_on_Conceptualisations_of_Online_Education">Critical Remarks on Conceptualisations of Online Education</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Page 1. The University of the Fraser Valley Research Review volume 4: issue 1 (Spring, 2011) 12 C...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Page 1. The University of the Fraser Valley Research Review volume 4: issue 1 (Spring, 2011) 12 Critical Remarks on Conceptualisations of Online Education UFV Graduate Student Paper Winner Jimmy Jaldemark Mid-Sweden University Sweden ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ae7627d30b3d6097f2a2c6c2f7691368" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{&quot;attachment_id&quot;:51771768,&quot;asset_id&quot;:16400657,&quot;asset_type&quot;:&quot;Work&quot;,&quot;button_location&quot;:&quot;profile&quot;}" href="https://www.academia.edu/attachments/51771768/download_file?st=MTczMjM5MTczOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="16400657"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="16400657"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 16400657; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=16400657]").text(description); $(".js-view-count[data-work-id=16400657]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 16400657; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='16400657']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 16400657, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ae7627d30b3d6097f2a2c6c2f7691368" } } $('.js-work-strip[data-work-id=16400657]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":16400657,"title":"Critical Remarks on Conceptualisations of Online Education","translated_title":"","metadata":{"abstract":"Page 1. 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "89f3ee7e0cf92dac273ce10b911c33de" } } $('.js-work-strip[data-work-id=16400642]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":16400642,"title":"Participation in a boundless activity: Computer-mediated communication in Swedish higher education","translated_title":"","metadata":{"grobid_abstract":"The general purpose of this thesis is to understand how participation in the activity of education relates to communication and tools. This purpose unfolds by drawing on possible conceivable consequences. In the fulfilment of this purpose communication, education, participation, and tools are analytically linked by a common denominator: human action. The commentary text expounds on these links, while the four included papers illustrate how these links operate in educational settings. The general purpose serves to frame a narrower purpose: a discussion of participation through computer-mediated communication in online settings of Swedish higher education. The theoretical departure derives from a transactional approach that embraces human action as an inseparable aspect of a dynamic whole, here defined as the activity of education. This activity is discussed in terms of its cultural, ecological, historical, and social aspects. This theoretical departure embraces ideas largely taken from ecological, pragmatic and sociocultural perspectives of human action. The papers include analyses of, variously, empirical material taken from interviews with students, online exchanges of utterances, syllabuses, and study-guides. Two of the papers are literature reviews. The findings indicate that participation in education is a complex boundless phenomenon that is best understood as a dynamic whole. In this whole, participation in education is culturally, ecologically, historically, and socially transformed by actions, agents, communication, tools, and the setting. In this thesis, concepts such as computermediated communication, communicative genres, dialogical intersections, and educational settings are utilised to reach a dynamic understanding. The dynamics of these findings, therefore, are a challenge to all dualistic conceptualisations of education, such as those building on the idea of learners operating in learning environments. Particularly, these findings challenge operationalisations of education that rely on computer-mediated communication and which build on the idea of so-called online learning environments. 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src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/110361282/Sj%C3%A4lvst%C3%A4ndigt_arbete_genom_digitala_verktyg">Självständigt arbete genom digitala verktyg</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">I detta kapitel diskuteras hur olika former av dialoger i en kurs i sjalvstandigt arbete kan stod...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">I detta kapitel diskuteras hur olika former av dialoger i en kurs i sjalvstandigt arbete kan stodjas med digitala verktyg. Har visas hur verktygen lankas ihop med pedagogiska designideer om grupp o ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="110361282"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="110361282"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 110361282; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=110361282]").text(description); $(".js-view-count[data-work-id=110361282]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 110361282; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='110361282']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 110361282, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=110361282]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":110361282,"title":"Självständigt arbete genom digitala verktyg","translated_title":"","metadata":{"abstract":"I detta kapitel diskuteras hur olika former av dialoger i en kurs i sjalvstandigt arbete kan stodjas med digitala verktyg. 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Har visas hur verktygen lankas ihop med pedagogiska designideer om grupp o ...","internal_url":"https://www.academia.edu/110361282/Sj%C3%A4lvst%C3%A4ndigt_arbete_genom_digitala_verktyg","translated_internal_url":"","created_at":"2023-12-02T04:37:12.982-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2593729,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Självständigt_arbete_genom_digitala_verktyg","translated_slug":"","page_count":null,"language":"sv","content_type":"Work","owner":{"id":2593729,"first_name":"Jimmy","middle_initials":"","last_name":"Jaldemark","page_name":"JimmyJaldemark","domain_name":"miun","created_at":"2012-10-02T17:25:04.144-07:00","display_name":"Jimmy Jaldemark","url":"https://miun.academia.edu/JimmyJaldemark"},"attachments":[],"research_interests":[{"id":4486,"name":"Political Science","url":"https://www.academia.edu/Documents/in/Political_Science"}],"urls":[{"id":36284584,"url":"http://www.diva-portal.org/smash/record.jsf?pid=diva2:1267465"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="110361281"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/110361281/The_Transition_of_Higher_Education_for_Continuous_Lifelong_Learning_Expert_Views_on_the_Need_for_a_new_Infrastructure"><img alt="Research paper thumbnail of The Transition of Higher Education for Continuous Lifelong Learning: Expert Views on the Need for a new Infrastructure" class="work-thumbnail" src="https://attachments.academia-assets.com/108201902/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/110361281/The_Transition_of_Higher_Education_for_Continuous_Lifelong_Learning_Expert_Views_on_the_Need_for_a_new_Infrastructure">The Transition of Higher Education for Continuous Lifelong Learning: Expert Views on the Need for a new Infrastructure</a></div><div class="wp-workCard_item"><span>European Conference on Knowledge Management</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In the contemporary need for continuous upskilling and reskilling, higher education has an import...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In the contemporary need for continuous upskilling and reskilling, higher education has an important role to play. While the traditional university programmes are designed for students in their early twenties our knowledge society has a demand for lifelong learning in a wider age span. This paper is a part of a Delphi study on the ongoing transformation of higher education for lifelong learning. A qualitative Delphi study has been carried out in the four steps of 1) A literature study to explore the chosen topic, with the selected publications sent out to an expert panel, 2) A survey with questions to the experts based on the findings in the literature study, 3) Email interviews to dig deeper into the answers from the survey, and finally 4) Focus group interviews. The aim of the paper is to analyse, present and discuss the international expert panels&amp;#39; views on the infrastructural needs in the transformation of higher education. Data gathered from the three first steps, with a fo...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="24c404def38e529610bd908b483c7280" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{&quot;attachment_id&quot;:108201902,&quot;asset_id&quot;:110361281,&quot;asset_type&quot;:&quot;Work&quot;,&quot;button_location&quot;:&quot;profile&quot;}" href="https://www.academia.edu/attachments/108201902/download_file?st=MTczMjM5MTczOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="110361281"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="110361281"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 110361281; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=110361281]").text(description); $(".js-view-count[data-work-id=110361281]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 110361281; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='110361281']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 110361281, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "24c404def38e529610bd908b483c7280" } } $('.js-work-strip[data-work-id=110361281]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":110361281,"title":"The Transition of Higher Education for Continuous Lifelong Learning: Expert Views on the Need for a new Infrastructure","translated_title":"","metadata":{"abstract":"In the contemporary need for continuous upskilling and reskilling, higher education has an important role to play. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="105189259"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/105189259/Teachers_Beliefs_About_Professional_Development_Supporting_Emerging_Networked_Practices_in_Higher_Education"><img alt="Research paper thumbnail of Teachers’ Beliefs About Professional Development: Supporting Emerging Networked Practices in Higher Education" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/105189259/Teachers_Beliefs_About_Professional_Development_Supporting_Emerging_Networked_Practices_in_Higher_Education">Teachers’ Beliefs About Professional Development: Supporting Emerging Networked Practices in Higher Education</a></div><div class="wp-workCard_item"><span>Research in Networked Learning</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">During recent decades society has gone through major changes related to social and technological ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">During recent decades society has gone through major changes related to social and technological developments. These changes have impacted higher education. This has led to emerging networked practices that professionals and the organisations they work within need to respond to. In answer to this challenge within higher education, several efforts in professional development have arised. This chapter discusses teachers’ beliefs about such professional development interventions. Particularly, it focuses on how networked practices in higher education are supported and fostered by professional development projects. The study was based at a Swedish university and included the dissemination of teacher beliefs from three different departments that participated in two professional development projects. The data materials were collected by using semi-structured interviews from a sample of 19 teachers. The results revealed that professional development trajectories concern beliefs on both individual and collective levels. 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Expectations and Experiences of Doctoral Students and Supervisors</a></div><div class="wp-workCard_item"><span>ICERI2018 Proceedings</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The Swedish National Graduate School for Digital Technologies in Education (GRADE) is a cooperati...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The Swedish National Graduate School for Digital Technologies in Education (GRADE) is a cooperative venture between six Swedish universities established during 2018. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="6093004" id="conferencepresentations"><div class="js-work-strip profile--work_container" data-work-id="29660804"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/29660804/Breaking_the_boundaries_of_space_and_time_A_review_of_applications_of_bring_your_own_device_in_higher_education"><img alt="Research paper thumbnail of Breaking the boundaries of space and time: A review of applications of bring-your-own-device in higher education" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/29660804/Breaking_the_boundaries_of_space_and_time_A_review_of_applications_of_bring_your_own_device_in_higher_education">Breaking the boundaries of space and time: A review of applications of bring-your-own-device in higher education</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://miun.academia.edu/MarcusSundgren">Marcus Sundgren</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://miun.academia.edu/JimmyJaldemark">Jimmy Jaldemark</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Throughout history, various technologies have been used to bridge the boundaries of time and spac...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Throughout history, various technologies have been used to bridge the boundaries of time and space, from 19th-century postcard education to present day mobile technology. Previous reviews examining the first decade of the new millennium showed many research projects using institutionally owned equipment, mostly supporting a teacher-centred approach and with a focus on content delivery. With the rapid development of small, portable and smart devices since 2007, devices becoming ubiquitous in the lives of students of today, has the focus of research changed? This paper reviews journal articles published 2009–2014 with the aim to examine how mobile devices are applied to bridge the boundaries of space and time in higher educational settings, and thereby supporting networked learning for the campus classroom as well as the online student. A search in major databases for English language journal articles was conducted with phrases “mobile learning” and “higher education”. We found 109 articles indicating some form of bring-your-own-device (BYOD) philosophy. Categorizations were made primarily based on the abstracts. About 85 per cent of the articles were empirical in nature. Another eight per cent were theoretical and/or argumentative. The remaining articles were reviews, method development or meta-analyses. Subjects of study in the empirical articles were primarily students, but also faculty or a combination of those appears. Geographically, most studies are concentrated in the English-speaking parts of the world, although for instance Sub-Saharan Africa could benefit from development in this area. Not surprisingly, the top three countries by number of publications are USA, UK and Australia. About a third of the articles did not deal with the dimensions of time and space explicitly. Several of the non-empirical articles are among them, and so are a group of empirical articles that examined behavioural intents, perceptions, and attitudes amongst students and faculty. The principal phenomena studied with respect to the bridging of time and space was social media, the most common variety being podcasting, followed by text- and instant-messaging and social networking. Another group addressed how learning management and support systems could be developed to better support flexibility in time and space, or attitudes, intentions and perceptions regarding mobile learning implementations. Results indicate a shift from teacher-centred content delivery approaches towards student-centred communicative approaches. Recent improvements in network infrastructure and device usability seem to afford this development for teachers and students alike. 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