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Åström, Elisabeth
Publications (9 of 9) 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
Sjöberg, D., Lindgren, C. & Åström, E. (2018). Preparation phase in a live simulation model. In: ICERI2018 Proceedings: . Paper presented at 11th annual International Conference of Education, Research and Innovation, 12-14 November, 2018, Seville, Spain (pp. 7339-7344).
Open this publication in new window or tab >>Preparation phase in a live simulation model
2018 (English)In: ICERI2018 Proceedings, 2018, p. 7339-7344Conference paper, Oral presentation with published abstract (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.

Series
ICERI2018 Proceedings, ISSN 2340-1095
Keywords
live simulation, preparation, learning, collaboration, emergency services
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-159123 (URN)10.21125/iceri.2018.0302 (DOI)978-84-09-05948-5 (ISBN)
Conference
11th annual International Conference of Education, Research and Innovation, 12-14 November, 2018, Seville, Spain
Available from: 2019-05-19 Created: 2019-05-19 Last updated: 2019-06-12Bibliographically 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
Lauritz, L. E., Åström, E., Nyman, C. & Klingvall, M. (2013). Police students’ learning preferences: suitable responses from the learning environment. Policing: an international Journal of Police Strategies and Managment, 7(2), 195-203
Open this publication in new window or tab >>Police students’ learning preferences: suitable responses from the learning environment
2013 (English)In: 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) Published
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.

Place, publisher, year, edition, pages
oxford: Oxford University Press, 2013
National Category
Learning
Research subject
Education
Identifiers
urn:nbn:se:umu:diva-60459 (URN)10.1093/police/pas009 (DOI)
Projects
Nordic Safety and Security
Available from: 2012-10-14 Created: 2012-10-14 Last updated: 2018-06-08Bibliographically approved
Winka, K., Andersson, P., Elisasson, B.-M. & Åström, E. (2013). Strategisk utveckling av Polisutbildningen. In: Erik Lindenius (Ed.), Reformation, revolution, evolution: universitetslärandet ur ett tidsperspektiv : konferensrapport. Paper presented at Den tionde universitetspedagogiska konferensen, Umeå, 1-2 mars, 2011 (pp. 163-164). Umeå: Universitetspedagogiskt centrum (UPC), Umeå universitet
Open this publication in new window or tab >>Strategisk utveckling av Polisutbildningen
2013 (Swedish)In: Reformation, revolution, evolution: universitetslärandet ur ett tidsperspektiv : konferensrapport / [ed] Erik Lindenius, Umeå: Universitetspedagogiskt centrum (UPC), Umeå universitet , 2013, p. 163-164Conference paper, Oral presentation with published abstract (Other academic)
Abstract [sv]

Under 2010 utvärderades Polisutbildningen i Umeå av en extern utvärderingsgrupp bestående av Christine Brulin (professor i omvårdnad vid Umeå universitet), Nils Eriksson (utbildningsledare, Umeå universitet), Anton Ridderstad (utredare vid KTH samt sekreterare i polisutbildningsutredningen 2006) och Rick Sarre (professor i juridik, University of South Australia).

Något som lyftes fram i utvärderingen var behovet av en tydligare högskolemässighet/inriktning. Bland annat var det de många examinationerna som fångade bedömarnas uppmärksamhet. Även studenter och lärare framförde synpunkter på det stora antalet examinationer och bristen på tid för eftertanke och reflektion i utbildningen.

En utvecklingsgrupp bildades med representanter från flertalet ämnen inom utbildningen. Uppdraget för gruppen var att under 2009 – 2012 föreslå och genomföra åtgärder för ökad kvalitet inom Polisutbildningen. Inga ytterligare resurser tillfördes utan målsättningen blev att öka kvaliteten genom att omfördela de befintliga resurserna.

Under hösten 2010 inleddes ett samarbete mellan utvecklingsgruppen och IKT coachen vid Polisutbildningen samt UPC. Att införa mer nätstöd i utbildningen identifierades som en väg att uppnå målsättningen för utvecklingsarbetet. Strategin innebar att minska mängden schemalagda timmar och se över antal och form för examinationer för att på så sätt frigöra tid för kunskapsinhämtning och reflektionstid för studenterna. Detta tillsammans med kompetensutveckling av lärare och kursutveckling bidrar till att höja kvalitén i Polisutbildningen.

En rad olika insatser och aktiviteter genomfördes hösten 2010. Bland annat förankrades strategin i utvecklingsgruppen samt hos de lärare som var involverade i utbildningen, stöd och utbildning erbjöds för lärare och IKT coach, och flera olika nätbaserade resurser utvecklades.

Under presentationen kommer konkreta resultat och exempel från detta strategiska utvecklingsarbete att presenteras och diskuteras.

Place, publisher, year, edition, pages
Umeå: Universitetspedagogiskt centrum (UPC), Umeå universitet, 2013
Series
Skriftserie från universitetspedagogiskt centrum, ISSN 1651-5692 ; 2013:1
National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-76670 (URN)9789174595710 (ISBN)
Conference
Den tionde universitetspedagogiska konferensen, Umeå, 1-2 mars, 2011
Note

Annat ISSN angivet på omslag: 1650-4364

Available from: 2013-07-09 Created: 2013-07-09 Last updated: 2021-11-03Bibliographically approved
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