ERG SES D 11, Identity and Education
Background and objectives
Research Communities has worked with IT and learning over the past 20 years. In recent years there have occurred a rapidly growing supply and underlining of online education from institutions and politicians. Neither national nor international, it have been explored what influence it can have on student learning and professional identity that a professional education is offered online. Uniquely, this project will implement research-based evaluation of an innovative e-pedagogic concept in professional education in nursing in real time and throughout the process.
The goal of the project is increased knowledge about the practical implications of the e-pedagogic concepts and to obtain deeper insight into the e-pedagogic processes that teachers and students are involved in.
The empirical context is a development project in nursing education, VIA University College in Denmark called NETeducation. The purpose of NETeducation is to develop an e-didactic approach to professional learning both in an individual, educational and organizational perspective (1). NETeducation enter into the challenges of being a professional education with focus on aligning the interaction between scholastic learning and practical learning.
This PhD project follows the first group of students. Pilot projects have been carried out in 2013 and the PhD project has started in 2014.
NETeducation have a clear focus on preparing students to engage in a digital and high-tech healthcare and writes them into the international discourse that challenges professional education programs to develop their curriculum and support lifelong learning (2).
A PhD thesis compares a course in the traditional programme, distance learning and a credit transfer programme with focus on the students' perception of learning and interaction online (3). It and other research finds that online interaction is important for the students' learning process and learning outcomes (2, 4).
NETeducation in VIA University College has made the choice to clarify the special e-pedagogical approach and are using Gilly Salmon's ‘five-stage model of teaching and learning online’, where the emphasis is to motivate and enable students to interact online (5).
Studies have shown that technology is changing professional’s behaviour and routines (6) and NETeducation focus on increased use of technology challenges 100 years of tradition with emphasis on classroom teaching (7). The structure of both the theoretical and clinical learning environments have an impact on professional identity (8, 3). It is therefore important to examine the respective learning spaces in NETeducation
Research shows that young people's use of technology educationally lead to achieving digital literacy or technacy (9), but it does not seem to fit with the nursing students' IT habitus (7).
The project focuses on professional learning and development of professional identity throughout the process from NETeducations visions into practical reality.
- How is the learning process organized?
- How is curriculum developed?
- How are teaching, learning and evaluation strategies developed?
The theoretical framework thematises the profession-oriented dimensions as well as concepts from the field of ’IT and learning' called blended learning (10).
The selected learning theories are part of the analysis strategy and cover the organizational, the practical situational and contextual and the skill aspect.
Stuart and Hubert Dreyfus can with their skill model help illustrate how traditional as well as digital academic skills are acquired (11, 12). With the theory of situated learning has Jean Lave and Etienne Wenger given a conceptual framework to analyse and discuss the practical importance of communities’ professional learning and identity (13). Chris Argyris and Donald Schön's model and concepts are relevant to analyse and discuss how an organization learns in a change process in which a new education is developed and implemented (14, 12).
(1) Nielsen, C et al (2011) Netbaseret sygeplejerskeuddannelsen i VIA. Projektbeskrivelse og kommissorier for arbejdsgrupper. (2) Gwozdek, A E et al (2011) Using Online Program Development to Foster Curricular Change and Innovation. Journal of Dental Education, nr. 3. p. 339-350 (3) Fredskild, T U (2008) Studieformer i sygeplejerskeuddannelsen: en analyse af sygeplejerskeuddannelsen udbudt i tre forskellige regi: under traditionelle studieform, via fjernstudie og som merituddannelse. (PhD) Syddansk Universitet (4) Cobb, S C (2011) Social presence, satisfaction, and perceived learning of RN-to-BSN students in Web-based nursing courses. (PhD) Nursing Education Perspectives, no. 2, p. 115-119 (5) Salmon, G (2011) eModerating. The Key to Teaching and Learning Online. Routledge (6) Hasse, C, Wallace, J (2011) Pilotprojekt. Technological literacy and new employee driven innovation through education. (7) Kolbæk, R (2013) Holdninger til brugen af IT i teoretisk uddannelse og klinisk sygepleje hos nystartede sygeplejerskestuderende. (PhD) Københavns Universitet (8) Just, E (2005) Viden og læring i sundhedsfaglige praksisfællesskaber: (PhD) Aalborg Universitet. (9) Borgnakke, K (2012) Ny Nordisk Skole og dannelsestraditionerne - skal vi tilføje technacy? Unge Pædagoger nr. 4, s. 49-56. (10) Dirckinck-Holmfeld, L. (2002) Designing Virtual Learning Environments Based on Problem Oriented Project Pedagogy. In: Learning in Virtual Environments (L. Dirckinck-Holmfeld & B. Fibiger Eds.), Samfundslitteratur. (11) Dreyfus, H, Dreyfus, S (1999) Mesterlære og ekspertens læring. In: Mesterlære. Læring som social praksis (Nielsen, K, Kvale, S. red.). Hans Reitzels Forlag (12) Borgnakke, K (2005) Læringsdiskurser og praktikker. Akademisk Forlag (13) Lave, J, Wenger, E (2003) Situeret læring og andre tekster. Hans Reitzels Forlag (14) Argyris, C, Schön, D (1978) Organizational Learning. Addison-Wesley (15) Borgnakke, K (2013) Etnografiske metoder i uddannelsesforskningen - mellem klassiske traditioner og senmoderne udfordringer. Københavns Universitet (16) Dahler-Larsen, P (2003) Selvevalueringens hvide sejl. Syddansk Universitetsforlag. (17) Hammersley, M, Atkinson, P (1996) Ethnology. Principles in Practice. Routledge, London. (18) Webster, J, da Silva, S M (2013) Doing Educational Ethnography in an Online World: Methodological Challenges, Choices and Innovations. Ethnography & Education, issue 2 (19) Borgnakke, K (2013) Ethnography on IT-based learning contexts: A matter of blended methodology and blended learning: http://hdl.handle.net/2445/44009 (20) Brownrigg, V J (2005) Assessment of Web-based learning in nursing: the role of social presence. (PhD) University of Colorado. (21) Mancuso-Murphy, J (2007) Distance Education in Nursing: An Integrated Review of Online Nursing Students’ Experiences with Technology-Delivered Instruction. Journal of Nursing Education, no. 6, p. 252-260 (22) Adamson, C (2012) Talking About a Revolution with Sir Michael Barber
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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