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A longitudinal study of facilitating medical students’ stepwise transformation from face-to-face to distance learners
Umeå University, Faculty of Social Sciences, Department of Education.ORCID iD: 0000-0003-3985-7848
Umeå University, Faculty of Social Sciences, Department of Education.
2015 (English)In: Transformative curriculum design in health sciences education / [ed] Colleen Halupa, Hershey, PA: IGI Global , 2015, 235-247 p.Chapter in book (Refereed)
Abstract [en]

This chapter focuses on medical students’ experiences in transforming from faceto-faceto distance learners in a Swedish regionalized medical program (RMP).One group of students (n=100) were followed during six semesters through surveys,log data, observations, and in-depth interviews. A research model built on theCultural-Historical Activity Theory (CHAT), including the notion of dominant andnon-dominant activities, was used in order to identify factors that influence students’stepwise transformation from face-to-face to distance learners. The analysis containsthe investigation of pedagogical, institutional, and historically grounded conflictsthat seem to inhibit medical students from making a complete transformation todistance learners. By going deeper into the analysis of transitional actions, whichseems to help in solving conflicts, the chapter discusses implications to facilitatingmedical students’ future transformation from face-to-face to distance learners.These implications are examples of curriculum redesigns, such as new educationaldesigns and integration of technology and pedagogy in the curriculum.

Place, publisher, year, edition, pages
Hershey, PA: IGI Global , 2015. 235-247 p.
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:umu:diva-104532DOI: 10.4018/978-1-4666-8571-0.ch009ISBN: 9781466685710 (print)OAI: oai:DiVA.org:umu-104532DiVA: diva2:820085
Available from: 2015-06-11 Created: 2015-06-11 Last updated: 2017-06-02Bibliographically approved
In thesis
1. Learning to be at a distance: structural and educational change in the digitalization of medical education
Open this publication in new window or tab >>Learning to be at a distance: structural and educational change in the digitalization of medical education
2015 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

As an expression of current challenges faced by contemporary societies, past decades have witnessed heavy demands for higher education to change and transform. One key question here has been the increased digitalization of higher education. Within this wider setting, this thesis deals with an attempt to handle the increasing shortage of physicians in Sweden by way of digitalizing medical education. The aim of this explorative and longitudinal thesis is to describe and analyze structural and educational transformation work in medical education during the digitalization of the program and the transition from face-to-face to distance education. This thesis focuses on teachers, students and management, who are all heavily involved in this transition of the medical program. Two questions guide the research: (1) what are teachers’ and students’ expectations pending the transition, and what are the influences of already established tools and activities on the program and (2) in what ways do conflicts and changes occur over time, and how do teachers, students, and management deal with these as part of the transition? Cultural-historical activity theory (CHAT) serves as the theoretical framework of the thesis. In particular, the concepts of dominant and non-dominant activities, conflicts, transitional actions, and levels of learning inform the analysis. The data are generated by surveys (N = 108), logging of actors’ activity patterns (N = 100 teachers and 100 students), field studies (65 hours), and interviews (N = 62). The data cover teachers’, students’ and management’s roles in the transition. The analysis shows that the way of theoretically understanding the transition – from a dominant face-to-face activity to a new and unproven non-dominant distance activity – have proved to contribute to deeper understanding of the process of digitalizing medical education. The analysis further displays how the transition from face-to-face to distance education creates considerable conflicts that over time force teachers, students and management into structural and educational transformation work. This type of work successively renders new educational design solutions and new flexible ways of organizing distance medical education. This thesis discusses how the structural and educational transformation work forces actors to collectively engage in the transition by experimenting with new suitable methods and designs, as digital technologies and technology-enhanced learning (TEL) could make sense to teachers and students when they are at a distance.

Place, publisher, year, edition, pages
Umeå: Umeå University, 2015. 89 p.
Series
Akademiska avhandlingar vid Pedagogiska institutionen, Umeå universitet, ISSN 0281-6768 ; 115
Keyword
Distance education, medical education, medical program, regionalized medical program, rural clinical school, digitalization, digital technologies, technology-enhanced learning, TEL, cultural-historical activity theory, CHAT, transition, transformation, conflicts, contradictions, dominant- non-dominant activities, levels of learning
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:umu:diva-110740 (URN)978-91-7601-356-4 (ISBN)
Public defence
2015-11-20, Hörsal E, Humanisthuset, Umeå, 10:00 (Swedish)
Opponent
Supervisors
Available from: 2015-10-29 Created: 2015-10-27 Last updated: 2017-06-02Bibliographically approved

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Pettersson, FannyOlofsson, Anders D

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