16 SES 12 B, Online and Blended Learning
Parallel Paper Session
University of Nordland (UiN) has established a strategy that emphasizes blended learning to recruit students from all parts of Northern Norway; a geographically rural area. UiN has implemented blended learning in some decentralized models of professional higher education. This paper builds on research projects in Teacher Education and Nursing Education.
The web- and practice based Teacher and Nursing Education is based on a pedagogical philosophy including dialogues and participation in an active and inclusive learning environment. The studies are organized as a combination of e-learning, practical training and some campus seminars each year.
Our learning model in both educational programs is based on four pillars (Handal & Lauvås, 1982):
Problems/issues are the challenges and problems to be understood and mastered by the students. In both programs we focus on issues that are current and relevant to the person who will be a teacher or a nurse. Problems can be formulated by both the students and the university teachers.
Practice: The processes that takes place in school or health organizations. Students can come up with examples from practice, in addition to those university teachers brings forth (Flyvebjerg, 1991).
Theory is the research-based knowledge that will help students to improve their own action theory and practice of teaching or nursing. Students will in the literature find subjects that are likely to enlighten, understand, explain and master practice phenomena and challenges.
Knowledge-based reflection is the meeting between the problems/issues, practice and theory of literature curriculum and instruction. The program will emphasize that the students will develop their ability to discuss, analyze, and thus develop their own action theory (Asdal, 2004).
The research question is: How can the web based seminar (synchronous and asynchronous) be used for facilitating good learning processes through reflection when students are in practice?
Asdal, Kristin (2004): Positivismekritikk kontra post-konstruktivisme. Hans Skjervheim kontra Bruno Latour. Sosiologi i dag 2/2004 Flyvbjerg, Bent (1991); Progressiv phronesis, I Rationalitet og magt, bind 1: Det konkretes videnskap, Akademisk forlag Handal, G & Lauvås P (1982): På egne vilkår, Cappelens pedagogikkbøker 1982 Hauge T E, Lund A og Vestøl J M (2007); Undervisning i endring, IKT, aktivitet, design. Oslo: Abstract forlag Illeris K (red) 2000; Tekster om læring. Roskilde universitetsforlag Latour, B. (1987): Science in action. Milton Keynes Kuhn, T. (1962/1970): Vitenskapelige revolusjoners struktur. Oslo:Spartacus forlag Kvale, S. (2001): Det kvalitetive forskningsintervju. Oslo Ad Notam Gyldendal Måseide, P (2006); The deep play of Medicine: Discursive and collaborative processing of evidence in medical problem solving” Communication & Medicine, 3 (1)
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