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Söderlund, Roger
Publications (6 of 6) Show all publications
Söderström, T., Lindgren, C., Sjöberg, D., Söderlund, R., Åström, E. & Widing, M. (2022). The impact of a preparation phase on the development of practical knowledge in police education: a comparison of two conditions for preparing a practical scenario training. Journal of Vocational Education and Training, 74(3), 355-372
Open this publication in new window or tab >>The impact of a preparation phase on the development of practical knowledge in police education: a comparison of two conditions for preparing a practical scenario training
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2022 (English)In: Journal of Vocational Education and Training, ISSN 1363-6820, E-ISSN 1747-5090, Vol. 74, no 3, p. 355-372Article in journal (Refereed) Published
Abstract [en]

This article examines how a virtual case that prepares students for practical scenario training affects police students' performance in a practical scenario training. This study included 69 Swedish police students at the Basic Training Programme for Police Officers – 35 assigned to a virtual police case (VCASE) and 34 assigned to a conventional teacher-led (CON) lesson. A questionnaire captured how students experience training conditions and a blind assessment by police officers evaluated the students' performance in the practical scenario training. The results show that both the VCASE and CON participants thought that the training they received before the practical training was meaningful and motivating. However, to a significantly higher degree than the CON students, the VCASE students thought that their preparation helped them during the practical training. The expert assessment of one practical scenario (stopping a suspected stolen car) showed that the VCASE participants performed better than the CON participants in three out of five criteria. In conclusion, the VCASE and the CON training had different effects on the students' performance in the practical scenario: compared to the CON training, the VCASE training seemed to more effectively help the police students solve the situations presented in the practical scenario training.

Place, publisher, year, edition, pages
Routledge, 2022
Keywords
Vocational education and training, higher education, pedagogy, virtual case, computer-based training, scenario training, simulation-based training
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-173072 (URN)10.1080/13636820.2020.1786441 (DOI)000549455900001 ()2-s2.0-85087519780 (Scopus ID)
Available from: 2020-06-29 Created: 2020-06-29 Last updated: 2022-12-14Bibliographically approved
Söderström, T., Lindgren, C., Sjöberg, D., Söderlund, R., Åström, E. & Widing, M. (2015). Virtual Police Cases: Impact on Performance in Practical Scenario Training. In: In L. Gómez Chova, A. López Martínez and I. Candel Torres (Ed.), 8 th International Conference of Education, Research and Innovation: Conference Proceedings. Paper presented at ICERI2015, 8th International Conference of Education, Research and Innovation, Seville, Spain. November 16-18, 2015. (pp. 3970-3975).
Open this publication in new window or tab >>Virtual Police Cases: Impact on Performance in Practical Scenario Training
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2015 (English)In: 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, Published 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.

Series
ICERI Proceedings, ISSN 2340-1095
Keywords
Vocational Education and Training, Higher Education, Pedagogy, Virtual Case, Computer based training, Scenario training
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-111977 (URN)978-84-608-2657-6 (ISBN)
Conference
ICERI2015, 8th International Conference of Education, Research and Innovation, Seville, Spain. November 16-18, 2015.
Available from: 2015-11-27 Created: 2015-11-27 Last updated: 2018-06-07Bibliographically approved
Söderström, T., Lindgren, C., Sjöberg, D., Söderlund, R., Åström, E. & Widing, M. (2015). Virtual police cases: impact on performance in practical scenario training. In: L. Gómez Chova, A. López Martínez, I. Candel Torres (Ed.), ICERI 2015: 8th International Conference of Education, Research and Innovation. Paper presented at 8th International Conference of Education, Research and Innovation (ICERI), NOV 16-20, 2015, Seville, SPAIN (pp. 3970-3975).
Open this publication in new window or tab >>Virtual police cases: impact on performance in practical scenario training
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2015 (English)In: 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, Published 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.

Series
ICERI Proceedings, ISSN 2340-1095
Keywords
Vocational Education and Training, Higher Education, Pedagogy, Virtual Case, Computer based aining, Scenario training
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-124210 (URN)000377304004010 ()978-84-608-2657-6 (ISBN)
Conference
8th International Conference of Education, Research and Innovation (ICERI), NOV 16-20, 2015, Seville, SPAIN
Available from: 2016-08-01 Created: 2016-07-28 Last updated: 2018-06-07Bibliographically approved
Lindgren, C., Widing, M., Söderlund, R., Åström, E. & Söderström, T. (2014). Education through Technologies: Preparing Police Students for Realistic Scenario Training. In: : . Paper presented at The Asian Conference on Education 2014, ACE2014, October 28 - November 2, 2014, Osaka, Kansai Region, Japan.
Open this publication in new window or tab >>Education through Technologies: Preparing Police Students for Realistic Scenario Training
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2014 (English)Conference paper, Oral presentation only (Refereed)
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-97545 (URN)
Conference
The Asian Conference on Education 2014, ACE2014, October 28 - November 2, 2014, Osaka, Kansai Region, Japan
Available from: 2014-12-22 Created: 2014-12-22 Last updated: 2018-06-07Bibliographically approved
Lindgren, C., Widing, M., Söderlund, R., Åström, E. & Söderström, T. (2014). En modell för design av scenarioträning. In: 5th Nordic Police Research Seminar: Seminars and Posters. Paper presented at Nordic Police Research Seminar, August 19-21, 2014, The Institute of Police Education at Linnaeus University, Växjö, Sweden (pp. 27-27). Linköping: Linnéuniversitetet
Open this publication in new window or tab >>En modell för design av scenarioträning
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2014 (Swedish)In: 5th Nordic Police Research Seminar: Seminars and Posters, Linköping: Linnéuniversitetet , 2014, p. 27-27Conference paper, Oral presentation with published abstract (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.

Place, publisher, year, edition, pages
Linköping: Linnéuniversitetet, 2014
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-97543 (URN)
Conference
Nordic Police Research Seminar, August 19-21, 2014, The Institute of Police Education at Linnaeus University, Växjö, Sweden
Available from: 2014-12-22 Created: 2014-12-22 Last updated: 2018-06-07Bibliographically approved
Lindgren, C., Widing, M., Söderlund, R., Åström, E. & Söderström, T. (2014). Lära mer vid övning - Polisutbildningen i Umeå. In: NU2014: Abstracts. Paper presented at Nu2014, Umeå, Sverige, 8-10 oktober, 2014.
Open this publication in new window or tab >>Lära mer vid övning - Polisutbildningen i Umeå
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2014 (Swedish)In: NU2014: Abstracts, 2014Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-97544 (URN)
Conference
Nu2014, Umeå, Sverige, 8-10 oktober, 2014
Available from: 2014-12-22 Created: 2014-12-22 Last updated: 2022-02-02Bibliographically approved
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