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  • 1.
    Lauritz, Lars Erik
    et al.
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Åström, Elisabeth
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Nyman, Carina
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Klingvall, Mats
    Umeå University, Faculty of Social Sciences, Department of Education.
    Police students’ learning preferences: suitable responses from the learning environment2013In: Policing: an international Journal of Police Strategies and Managment, ISSN 1363-951X, E-ISSN 1758-695X, Vol. 7, no 2, p. 195-203Article in journal (Refereed)
    Abstract [en]

    The literature reveals the following pattern: that police students worldwide prefer on-the-job training to theoretical, academic studies. In this study, using a Swedish version of Kolb’s Learning Style Inventory, we test the learning preferences of Swedish police students in two groups, one at the beginning and one at the end of their studies. The students score quite far along what in the inventory is labelled the pragmatic side of the transforming axis, as opposed to the reflective side. Two alternative responses to this fact are discussed. The first is for the education programme to adapt to this learning preference and use mainly hands-on learning activities that fit the students’ preferences. The other is to take the opposite route and activate the students’ less-preferred side. The article argues for both ways but emphasizes the second as a means of training students’ general learning capabilities.

  • 2.
    Lindgren, Carina
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Widing, Mats
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Söderlund, Roger
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Åström, Elisabeth
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Söderström, Tor
    Umeå University, Faculty of Social Sciences, Department of Education.
    Education through Technologies: Preparing Police Students for Realistic Scenario Training2014Conference paper (Refereed)
  • 3.
    Lindgren, Carina
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Widing, Mats
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Söderlund, Roger
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Åström, Elisabeth
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Söderström, Tor
    Umeå University, Faculty of Social Sciences, Department of Education.
    En modell för design av scenarioträning2014In: / [ed] Umeå universitet, Luleå tekniska universitet, Mittuniversitetet samt skogsvetenskapliga fakulteten vid SLU, 2014Conference paper (Refereed)
  • 4.
    Lindgren, Carina
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Widing, Mats
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Söderlund, Roger
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Åström, Elisabeth
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Söderström, Tor
    Umeå University, Faculty of Social Sciences, Department of Education.
    En modell för design av scenarioträning2014In: 5th Nordic Police Research Seminar: Seminars and Posters, Linköping: Linnéuniversitetet , 2014, p. 27-27Conference paper (Refereed)
    Abstract [en]

    The integration of theory and practice is an eternal question for educators. The article reports from a project in progress concerning the design of realistic scenario training. The aim with the project is to develop a virtual learning space that takes into account the preparation before, the actions during and the debriefing after the realistic scenario training. The preparation phase will be done collaboratively with help of videos of different situations in order to achieve reflections that guides the actions in the coming scenario (implementation phase). The online debriefing phase, where recordings of their own actions will be used, aim to help students to reflect on their experiences of their training. The goals are to create a model that will increase the students´ activity and involvement to enable for increased knowledge and competence but also for better used teacher time. Results from the pilot study show that students are very satisfied and believe that the preparation concept enhances their learning and use of the scenario exercise. A larger study will be carried out in the spring of 2014 in order to investigate the impact of structured preparation and debriefing for police students learning of police knowledge and skills.

  • 5.
    Sjöberg, David
    et al.
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Lindgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Åström, Elisabeth
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Preparation phase in a live simulation model2018In: ICERI2018 Proceedings, 2018, p. 7339-7344Conference paper (Refereed)
    Abstract [en]

    The main principle in International and Swedish crisis management is collaboration between emergency services (police, fire brigade and ambulance service). Collaboration is a complex concept and a number of studies show that many practical problems during crisis management can be attributed to problems related to how the collaboration is organized and implemented. One way to train how critical events should be handled is through live simulation exercises. The authors have developed a validated live simulation model to improve collaboration between emergency services. The live simulation model is developed within the framework of the project Safety and Security Test Arena in Sweden. The model focusses on learning for the participants and is based on theories on learning, previous research on collaboration and live simulation together with professional experience from conducting live simulation. The model includes preparation, acting in scenarios and structured reflection seminars. In this paper, the preparation phase is in focus. A digital preparation material has been developed to support learning before and during the live simulation. The preparation aims to develop knowledge about equipment, tasks and needs of the other services as well as knowledge on functional collaboration. The preparation also aims to create a good learning climate and better conditions for learning from participating in the scenarios of the live simulation. The digital material is an interactive material, which includes instructional films from each emergency services, structured reflective questions, short lectures from researchers on collaboration and live simulation knowledge. The digital preparation material has been tested, evaluated and further developed in two collaboration live simulations. After each live simulation focus group interviews were conducted with both participants and instructors. The result showed a need to increase the interactive elements of the digital preparation material in order to stimulate active discussion and reflection, which are central theoretical bases for the model.

  • 6.
    Söderström, Tor
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lindgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Sjöberg, David
    Umeå University, Faculty of Social Sciences, Department of Education.
    Söderlund, Roger
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Åström, Elisabeth
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Widing, Mats
    Umeå University, Faculty of Social Sciences, Department of Education.
    Virtual Police Cases: Impact on Performance in Practical Scenario Training2015In: 8 th International Conference of Education, Research and Innovation: Conference Proceedings / [ed] In L. Gómez Chova, A. López Martínez and I. Candel Torres, 2015, p. 3970-3975Conference paper (Refereed)
    Abstract [en]

    Police students must learn skills to manage different complex situations. Students must master both specific practical techniques and the thinking and decision-making required to use these techniques effectively. This is normally learned through a variety of practical exercises such as drill exercises and practical scenario training where students´ should act as police officers (Söderström, et al, 2014). Practical scenario training, which is in focus in this article, is usually arranged in such a way that students are prepared for the training through a teacher-led lesson before the actual scenario training. However, since practical training generally requires large investments, limiting opportunities for sufficient training, there is a need to raise the students' level of knowing for increasing possibilities to learn through scenario training. Therefore a virtual case was developed that allow students to practice tactical skills, decision making and receive feedback on their actions based on the national basic police tactics manual (Polishögskolan, 2005). This study compares the influence of two learning conditions – a virtual police case and conventional teacher led lesson – that prepare police students for the upcoming practical scenario training. The study focused on a) how the students´ experienced the different learning conditions and how it prepared them for the scenario training and b) how the different learning conditions influenced their task completion in the practical scenarios. The sample consisted of 66 participants and used a comparative group design with 35 participants assigned to a virtual case training group (VCASE) or conventional-training group (CON) with 5-6 students in each group. The VCASE group worked 1.5 hour with a virtual police case to perform two exercises (a stolen car incident and observation of a house with suspects). The CON group had a teacher led lesson with the same content. This was followed by practical scenario training. The objectives with the practical scenario training was that the students should learn to perform various police tasks and acquire an understanding of these tasks based on the national basic police tactics manual (Polishögskolan, 2005). A questionnaire was used to collect the students´ experiences of the both the preparation and practical scenario training. A blind expert assessment, by police officers, was used to collect students´ performance in the practical scenario training. The results showed that a majority of the students in both groups believed that the task they did before the practical training was meaningful and motivating. However, the results showed (independent t-test) that the VCASE group in significantly higher extent thought that the preparation helped them when they conducted the practical training (e.g. confident how to act, sufficient knowledge to solve the situation, a feeling of being sufficiently prepared). The expert assessment of a stolen car incident during practical training showed (independent t-test) that the VCASE group performed better according to three out of five base tactics measurements (stop the car and approach the suspects, reporting and treatment of the arrested). To conclude, the different learning conditions produced different results with respect to how they prepared for practical scenario training.

  • 7.
    Söderström, Tor
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lindgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Sjöberg, David
    Umeå University, Faculty of Social Sciences, Department of Education.
    Söderlund, Roger
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Åström, Elisabeth
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Widing, Mats
    Umeå University, Faculty of Social Sciences, Department of Education.
    Virtual police cases: impact on performance in practical scenario training2015In: ICERI 2015: 8th International Conference of Education, Research and Innovation / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, 2015, p. 3970-3975Conference paper (Refereed)
    Abstract [en]

    This study compares the influence of two learning conditions - a virtual police case and conventional teacher led lesson - that prepare police students for a practical scenario training. The study focused on how the students' experience the different learning conditions and a) how they prepare them for the scenario training and b) how they influence their task completion in the practical scenarios. The sample consisted of 66 participants and used a comparative group design with 35 participants assigned to a virtual case training group (VCASE) and 31 participants to a conventional-training group (CON) with 5-6 students in each group. The VCASE group worked two hours with a virtual police case to perform two exercises. The CON group had a two hour teacher led lesson with the same content. This was followed by practical scenario training. A questionnaire was used to collect the students' experiences of both the preparation and practical scenario training. A blind expert assessment, carried out by police officers, was used to collect the students' performance in the practical scenario training. The results showed that a majority of the students in both groups believed that the task they did before the practical training was meaningful and motivating. However, the results showed (independent t-test) that the VCASE group in significantly higher extent thought that the preparation helped them when they conducted the practical training (e.g. confident how to act, sufficient knowledge to solve the situation and a feeling of being sufficiently prepared). The expert assessment of a stolen car incident during practical training showed (independent t-test) that the VCASE group performed better according to three out of five base tactics measurements. To conclude, the different learning conditions produced different results with respect to how they prepared for practical scenario training.

  • 8.
    Winka, Katarina
    et al.
    Umeå University, Faculty of Arts, Centre for Teaching and Learning (UPC).
    Andersson, Per
    Umeå University, Faculty of Arts, Centre for Teaching and Learning (UPC).
    Elisasson, Britt-Marie
    Åström, Elisabeth
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Strategisk utveckling av Polisutbildningen2013In: Reformation, revolution, evolution: universitetslärandet ur ett tidsperspektiv / [ed] Erik Lindenius, Umeå: Umeå universitet , 2013, p. 163-164Conference paper (Other academic)
1 - 8 of 8
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Cite
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  • ieee
  • modern-language-association-8th-edition
  • vancouver
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  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
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Output format
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  • text
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