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Johansson, Sigurd
Publications (10 of 26) Show all publications
Holmgren, R. & Johansson, S. (2012). Reducing dropouts in online education: Group tutoring in virtual seminars and support structures. In: G. Mallia (Ed.), Proceedings of Research in Educational Technology: Development and Practice.: The International Conference of Information Communication Technologies in Education. Paper presented at International Conference on Information Communication Technologies in Education, Rhodes, Greece, july, 2012 (pp. 273-282).
Open this publication in new window or tab >>Reducing dropouts in online education: Group tutoring in virtual seminars and support structures
2012 (English)In: Proceedings of Research in Educational Technology: Development and Practice.: The International Conference of Information Communication Technologies in Education / [ed] G. Mallia, 2012, p. 273-282Conference paper, Published paper (Refereed)
Abstract [en]

This paper describes a development project aimed at reducing the large number of dropouts in online degree project courses. The idea was that the introduction of group tutorials in virtual seminars, combined with extensive support materials, would reduce dropout rates. Among the students who participated, the dropout rate was reduced by 50% compared to previous courses. While all supervisors and students saw the support structure as an important function, there was some resistance among the supervisors towards the virtual seminars, probably due to existing tutorial cultures and organizational structures.

National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-57233 (URN)978-99957-0-244-1 (ISBN)
Conference
International Conference on Information Communication Technologies in Education, Rhodes, Greece, july, 2012
Available from: 2012-07-11 Created: 2012-07-10 Last updated: 2018-06-08Bibliographically approved
Holmgren, R. & Johansson, S. (2012). Reducing dropouts in online education: group tutoring in virtual seminars and support structures. US-China Education Review, 2(11A), 971-978
Open this publication in new window or tab >>Reducing dropouts in online education: group tutoring in virtual seminars and support structures
2012 (English)In: US-China Education Review, ISSN 1548-6613, E-ISSN 1930-1529, Vol. 2, no 11A, p. 971-978Article in journal (Refereed) Published
Abstract [en]

This paper describes a development project aimed at reducing the large number of dropouts in online degree project courses. The idea was that the introduction of group tutorials in virtual seminars, combined with extensive support materials, would reduce dropout rates. Among the students who participated, the dropout rate was reduced by 50% compared to previous courses. While the support structure was seen by all supervisors and students as an important function, there was some resistance among the supervisors towards the virtual seminars, probably due to existing tutorial cultures and organizational structures.

Place, publisher, year, edition, pages
David Publishing Company: , 2012
Keywords
distance education; online; dropouts; group tutoring; virtual seminar
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-64271 (URN)
Available from: 2013-01-30 Created: 2013-01-22 Last updated: 2018-06-08Bibliographically approved
Fjellström, M. & Johansson, S. (2010). A comparative study of assesment in school and in work based learning. In: Proceeding of EARLI SIG 14 Learning and Professional Development Conference: . Paper presented at 5th EARLI SIG 14 Conference, 25.08. - 27.08.2010.. München: Ludwig-Maximilians-Universität
Open this publication in new window or tab >>A comparative study of assesment in school and in work based learning
2010 (English)In: Proceeding of EARLI SIG 14 Learning and Professional Development Conference, München: Ludwig-Maximilians-Universität , 2010Conference paper, Published paper (Refereed)
Abstract [en]

In a wide perspective this study deals with the high complexity when assessing students in vocational education, exemplified from Carpenter education in a Swedish Upper Secondary School. The aim was to describe and analyze the view of student assessment among Subject Teachers, Vocational Teachers and Instructors at construction sites. Questions asked were; what procedure does the respective teacher category use when carrying out assessments? What kind of knowledge was valued and what type of criteria did the three categories use when making their assessments. Data was collected in form of deep interviews with three Subject Teachers, three Vocational Teachers and three Instructors. Generally the findings reveal that assessment in vocational education is a very complex task. More specific the findings show that Subject Teachers value specific subject knowledge high while the Instructors prefer more general knowledge. Between those two the Vocational Teacher can be found who has to consider both demands from the school and workplace when making their student assessments. The results also indicate that beside the result from written tests the Subject Teachers take problem solving ability and ambition into account when setting grades. The Vocational Teacher do not value written tests but consider self government, knowledge of the process, quality consciousness, aid facilities and self image as valuable key competences. The Instructors view ambition and self knowledge as most valuable when making their assessments.

Place, publisher, year, edition, pages
München: Ludwig-Maximilians-Universität, 2010
Keywords
Vocational education, work based learning, assessment, qualification
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-37171 (URN)
Conference
5th EARLI SIG 14 Conference, 25.08. - 27.08.2010.
Available from: 2010-10-21 Created: 2010-10-21 Last updated: 2018-06-08Bibliographically approved
Wilhelmsson, A.-B., Hällgren Graneheim, U., Berge, B.-M., Johansson, S. & Åström, S. (2010). Everyday life experiences among relatives of persons with mental disabilities. Procedia - Social and Behavioral Sciences, 2(2), 4896-4900
Open this publication in new window or tab >>Everyday life experiences among relatives of persons with mental disabilities
Show others...
2010 (English)In: Procedia - Social and Behavioral Sciences, ISSN 1877-0428, E-ISSN 1877-0428, Vol. 2, no 2, p. 4896-4900Article in journal (Refereed) Published
Abstract [en]

Mental disability is one of the most significant health problems facing Europe today. For example Statistics reveal that between 20 and 40 percent of the Swedish population suffer from some forms of mental disease, ranging from grave psychoses to less serious anxiety and fear. This study has aimed to illuminate the experiences of relativeś in terms of contacts with persons with mental disabilities. Eighteen tape-recorded interviews were conducted with close relatives of persons suffering from mental disabilities within the health care district of Umeå, Sweden. The results indicate that the daily lives guilt about not providing enough support for their relatives. In addition to feeling physically exhausted and worn out they felt as though they carried a large responsibility and lacked support and back-up in their daily life.

Keywords
Mental disability, Relatives, Psychiatric care
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:umu:diva-40636 (URN)10.1016/j.sbspro.2010.03.791 (DOI)000282002804149 ()
Available from: 2011-03-03 Created: 2011-03-03 Last updated: 2018-06-08Bibliographically approved
Johansson, S. (2010). Vocational teacher education (3ed.). In: Eva Baker, Barry McGaw, Penelope Peterson (Ed.), International encyclopedia of education: (pp. 744-748). Elsevier
Open this publication in new window or tab >>Vocational teacher education
2010 (English)In: International encyclopedia of education / [ed] Eva Baker, Barry McGaw, Penelope Peterson, Elsevier , 2010, 3, p. 744-748Chapter in book (Other academic)
Place, publisher, year, edition, pages
Elsevier, 2010 Edition: 3
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-34443 (URN)978-0-08-044893-0 (ISBN)
Note

8-Volume Set

Available from: 2010-06-02 Created: 2010-06-02 Last updated: 2018-06-08Bibliographically approved
Johansson, S. (2009). Yrkesutbildning, yrkesdidaktik och anställningsbarhet. In: Anställningsbarhet : perspektiv från utbildning och arbetsliv / Gun Berglund, Andreas Fejes (red.) (pp. 81-101). Lund: Studentlitteratur
Open this publication in new window or tab >>Yrkesutbildning, yrkesdidaktik och anställningsbarhet
2009 (Swedish)In: Anställningsbarhet : perspektiv från utbildning och arbetsliv / Gun Berglund, Andreas Fejes (red.), Lund: Studentlitteratur , 2009, p. 81-101Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur, 2009
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-25609 (URN)978-91-44-05393-6 (ISBN)
Available from: 2009-08-24 Created: 2009-08-24 Last updated: 2018-06-08Bibliographically approved
Johansson, S. (2008). Några relevanta begrepp inom yrkeslärande. In: Yrkeslärarutbildning inom SÄL III-projektet: (pp. 139-156). Elanders i Vällingby, Stockholm
Open this publication in new window or tab >>Några relevanta begrepp inom yrkeslärande
2008 (Swedish)In: Yrkeslärarutbildning inom SÄL III-projektet, Elanders i Vällingby, Stockholm , 2008, p. 139-156Chapter in book (Refereed)
Place, publisher, year, edition, pages
Elanders i Vällingby, Stockholm, 2008
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-11505 (URN)
Available from: 2009-01-13 Created: 2009-01-13 Last updated: 2019-09-16Bibliographically approved
Johansson, S. (Ed.). (2008). Yrkeslärarutbildning inom SÄL III-projektet (ed.). Stockholm: Elanders i Vällingby
Open this publication in new window or tab >>Yrkeslärarutbildning inom SÄL III-projektet
2008 (Swedish)Collection (editor) (Other academic)
Place, publisher, year, edition, pages
Stockholm: Elanders i Vällingby, 2008. p. 194
Identifiers
urn:nbn:se:umu:diva-11504 (URN)
Available from: 2009-01-13 Created: 2009-01-13 Last updated: 2018-06-09Bibliographically approved
Johansson, S., Hedman, A. & Lemar, S. (2007). Vocational didactic - a usefull concept?. In: Proceeding of Contested Qualities of Educational Research.
Open this publication in new window or tab >>Vocational didactic - a usefull concept?
2007 (English)In: Proceeding of Contested Qualities of Educational Research, 2007Conference paper, Published paper (Refereed)
Abstract [en]

This paper addresses the concept Vocational didactics and argues that the use of this concept is quite valuable when issues related to vocational education and training is discussed. It is obvious that both the VET and VET-TT research and practitioner arenas are in need of concepts acknowledge by all. Often when researchers and practitioners from different countries listen to each other in conferences or reading papers written by foreign authors about vocational education it leaves the listener or reader confused due to the lack of such concepts. The fact that VET and VET-TT in itself are complex activities increases this demand. This is the reasons why vocational didactic are argued for here. We certainly need concepts acknowledged by all in order to better understand each other.

In teacher education in Germany and Scandinavia the concept didactics is frequently used. In those countries, didactics has a broad and wide meaning. It comprices curriculum studies, sociological questions and more specific questions related to assessment and grade setting. In the Anglo-Saxon part of the world, the word didactics has a more narrow meaning similar to methodology in specific learning situations. It is with the broader definition vocational didactics is used here.

Vocational didactics has shown to be particularly useful in VET-TT seminars when discussing similarities and differences between subject-oriented and vocational education. Especially when trying to understand why subject- and vocational teachers face huge problem to reach a common understanding when discussing didactic issues in their respective teaching profession. This study indicates that the teachers, in many cases, often unknown even to themselves, have different points of departure regarding the origin of their teaching area. Mostly the similarities between subject-oriented and vocational education are taken for granted and the differences thereby hidden and invisible although it strongly affects their view of the best way to learn.

It is clear that at the same time the concept vocational didactics is introduced a boundary emerges between subject-oriented education and vocational education. It has to be noted that this boundary is blurred but nevertheless the two fields develops when the concept is introduced. The area, or sphere of subject-oriented education has a knowledge area as its origin with a cognitive learning theory. This knowledge area steaming from the academic disciplines slowly trickle into the school curriculum. The other sphere is formed by vocational education with an activity area and a guided by constructivist learning theory derived from a field of activity and competencies needed to survive in a profession. Furthermore, this activity arena is always interdisciplinary and problem oriented to its nature strongly affecting the way that the training is carried out. As mentioned, the boundary is blurred between the two fields.

Identifiers
urn:nbn:se:umu:diva-8237 (URN)
Available from: 2008-03-18 Created: 2008-03-18 Last updated: 2018-06-09Bibliographically approved
Johansson, S. & Hedman, A. (2007). Yrkeslärarutbildningen fast i systemet: Replik på debattartikeln "Förändra yrkeslärarutbildningen". Yrkesläraren (1), 30-31
Open this publication in new window or tab >>Yrkeslärarutbildningen fast i systemet: Replik på debattartikeln "Förändra yrkeslärarutbildningen"
2007 (Swedish)In: Yrkesläraren, ISSN 1652-5582, no 1, p. 30-31Article in journal (Other (popular science, discussion, etc.)) Published
Identifiers
urn:nbn:se:umu:diva-11959 (URN)
Available from: 2007-03-16 Created: 2007-03-16 Last updated: 2018-06-09Bibliographically approved
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