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  • 1.
    Hult, Agneta
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Liljeström, Monica
    Umeå University, Faculty of Social Sciences, Department of Education.
    Formative assessment in peer review settings online2011In: The University of the Fraser Valley Research Review, ISSN 1715-9849, Vol. 4, no 1, 53-64 p.Article in journal (Refereed)
    Abstract [en]

    This paper draws upon findings from an analysis of the written feedback a group of Swedish University students produced as peer reviewers. The study aims at identifying what type of feedback the students provided each other with in order to gain some preliminary insights into if and how peer review preceded by collaborative criteria processing could contribute to learning. The students’ peer assessments were analysed according to current research on formative feedback. The results indicate that the peer review activities online supported student learning.

  • 2.
    Hult, Agneta
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Liljeström, Monica
    Umeå University, Faculty of Social Sciences, Department of Education.
    I expected useful knowledge not just to socialise: An analysis of students´views on online collaborative learning2005In: European Conference on Educational Research, Dublin, Ireland, 2005Conference paper (Other academic)
  • 3.
    Hult, Agneta
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Liljeström, Monica
    Umeå University, Faculty of Social Sciences, Department of Education.
    Kamratgranskning:  att orientera mot lärande2011In: Mer om nätbaserad utbildning: fördjupning och exempel / [ed] Stefan Hrastinski, Lund: Studentlitteratur , 2011, 1, 177-194 p.Chapter in book (Other academic)
  • 4.
    Liljeström, Monica
    Umeå University, Faculty of Social Sciences, Education.
    Det IKT-nära mötet?: En utvärdering av 17 folkbildningsprojekts försök att skapa samtal och närhet på nätet2004Report (Other academic)
  • 5.
    Liljeström, Monica
    Umeå University, Faculty of Social Sciences, Department of Education.
    Enhancing university students’ interaction and learning through formative peer-assessment online2009In: Collaborative technologies and applications for interactive information design: Emerging trends in user experiences, Pennsylvania: IGI Global , 2009, 52-66 p.Chapter in book (Other academic)
  • 6.
    Liljeström, Monica
    Umeå University, Faculty of Social Sciences, Department of Education.
    Learning text talk online: Collaborative learning in asynchronous text based discussion forums2010Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The desire to translate constructivist and sociocultural approaches to learning in specific learning activities is evident in most forms of training at current, not least in online education. Teachers worldwide are struggling with questions of how to create conditions in this fairly new realm of education for learners to contribute to the development of a good quality in their own and others' learning. Collaboration in forms of text talk in asynchronous, text based forums (ADF) is often used so students can participate at the location and time that suits them best given the other aspects of their life situation. But previous research show how collaboration in forms of text talk do not always evolve in expected quality, and how participation sometimes can be so low that no discussions at all take place. Perhaps it is time to move on and make use of the variety of user-friendly audio-visible technologies that offers conditions for collaboration similar to those in the physical environment? Is there any point to use ADF for collaboration, beyond the flexible opportunity for participation it allows? If so, why, how and under what conditions are it worthwhile to use ADF for tasks meant to be worked collaboratively on? These questions were the starting point of the studies in this thesis that was researched through two case studies involving different techniques and data samples of various natures, with the aim to understand more about collaborative text talk. The research approach differs from the vast majority of studies in the research field of Computer Supported Collaborative Learning (CSCL) where many studies currently are conducted by analysis of quantifiable data. The first case study was conducted in the context of non-formal learning in Swedish Liberal Adult Education online, and the second in the context of higher education online in Sweden. The studies in the thesis were made on basis of socio-cultural theory and empirical studies. Empirical data was collected from questionnaires, interviews and texts created by students participating in tasks that they jointly resolved through text talk. Some results were brought back to the students for further explanation of the results. Findings from data analysis were triangulated with other results and with sociocultural theory. The results indicate that students can create knowledge relevant to their studies through text talk, but can feel restrained or dismiss the activity as irrelevant if important conditions are lacking.  Collaboration through text talk makes individual resources accessible in a specific place where it can be observed and its validity for the purpose of the task evaluated by others. Students with good insight in what they are supposed to accomplish seem be able to consult relevant guidance for this evaluation, from teachers, textbooks, scientific articles and other valid experiences important to their studies, and thereby contribute to learning of the quality they studies are meant to produce. Text talk also increases teachers’ possibilities to identify what the guidance the study group needs when evaluating the gathered resources and through their own active participation provide support in the students “zone of proximal development”. Contributions offered to the CSCL research field is the identifications of important mechanisms related to learning collaboratively through text talk, and the use of case study methodology as inspiration for others to try also these kinds of strategies to capture online learning.

  • 7.
    Liljeström, Monica
    Umeå University, Faculty of Social Sciences, Education.
    Preparing university students for peer assessment in asynchronous text discussions: A case study2008In: Proceedings of ICICTE 2008: Readings in Technology and Education, 2008, 557-568 p.Conference paper (Refereed)
  • 8.
    Liljeström, Monica
    Umeå University, Faculty of Social Sciences, Department of Education.
    Samarbetslärande + internet = sant?: Om lärande i textbaserade samtalsmiljöer på internet2006Licentiate thesis, monograph (Other academic)
  • 9.
    Liljeström, Monica
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Hult, Agneta
    Umeå University, Faculty of Social Sciences, Department of Education.
    Collaborative learning as peer review in online and distance education2009In: Readings in Technology and Education: Proceedings of ICICTE 2009 / [ed] Fernstrom Ken, University of the Fraser Valley Press , 2009, 505-515 p.Conference paper (Refereed)
  • 10.
    Liljeström, Monica
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Hult, Agneta
    Umeå University, Faculty of Social Sciences, Department of Education.
    Stödberg, Ulf
    Umeå University, Faculty of Social Sciences, Department of Education.
    Peer review for learning in online and distance education2008In: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, Vol. 15, no 3-4, 115-132 p.Article in journal (Refereed)
    Abstract [en]

    In this article the authors' reports early findings from a project aimed to implement and evaluate peer review in online and distance university education. Data was collected through an online questionnaire with open and closed questions aimed to capture student experiences in a distance course, in which peer review preceded by criteria discussions was implemented. In this article the aim is to learn more about strengths and obstacles with peer review, and participation through ICT and text based communication. A majority of the students found that participating in peer review was valuable, although some found participation a bit taxing and too time consuming. Participation through ICT and text based discussions was found sufficient by the majority although a few students found it restraining. The conclusion is that it can be well worth continuing exploring peer review and how to design this element to support students learning in online and distance university education.

1 - 10 of 10
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