Pub Date : 2024-03-08DOI: 10.7146/lom.v17i29.140698
Nichlas Olesen, Karina Kiær
Denne artikel udforsker fjernundervisningsrutiner hos undervisere og studerende på en maskinmesterskole. Med afsæt i forskning og teori om dynamiske organisatoriske rutiner analyseres, hvordan artefakter som teknologier påvirker og repræsenterer fjernundervisningsrutiners dynamikker (Feldman, 2021; Feldman et al., 2021; Feldman & Pentland, 2003; Pentland & Feldman, 2008). Artiklens empiriske grundlag er en etnografisk casestudieundersøgelse fra foråret 2021, bestående af skyggeobservationer af og interviews med tre undervisere og fire studerende. Artiklen præsenterer ny praksisnær viden om udvikling af fjernundervisningsrutiner blandt undervisere og studerende og diskuterer betydningen af organisatoriske rutiner. Artiklen konkluderer, at studerende og undervisere reparerer, udvider og stræber mod forandring af fjernundervisningsrutinen. Det kan forklares ved, at fjernundervisningsrutinens ostensive aspekt, på den ene side begrænser og muliggør udførelsen af rutinen, men selve udførelsen ikke altid skaber og genskaber fjernundervisningens ostensive aspekt. Dynamikken mellem fjernundervisningsrutinens ostensive og performative aspekt er afgørende for udvikling af den organisatoriske kapacitet.
本文探讨了机械工程学院教师和学生的远程学习常规。文章借鉴了有关动态组织常规的研究和理论，分析了作为技术的人工制品如何影响和代表远程学习常规的动态（Feldman, 2021; Feldman et al.）文章的实证基础是 2021 年春季的人种学案例研究，包括对三位教师和四位学生的影子观察和访谈。文章介绍了以实践为导向的关于教师和学生远程学习常规发展的新知识，并讨论了组织常规的重要性。文章的结论是，学生和教师对远程学习常规进行了修复、扩展和努力变革。这可以解释为：一方面，远程学习常规的表层方面制约和促成了常规的执行，但执行本身并不总是创造和再造远程学习的表层方面。远程学习日常工作中的表层和执行层面之间的动态关系对于组织能力的发展至关重 要。
{"title":"Fjernundervisningsrutiner på Maskinmesterskolen","authors":"Nichlas Olesen, Karina Kiær","doi":"10.7146/lom.v17i29.140698","DOIUrl":"https://doi.org/10.7146/lom.v17i29.140698","url":null,"abstract":"Denne artikel udforsker fjernundervisningsrutiner hos undervisere og studerende på en maskinmesterskole. Med afsæt i forskning og teori om dynamiske organisatoriske rutiner analyseres, hvordan artefakter som teknologier påvirker og repræsenterer fjernundervisningsrutiners dynamikker (Feldman, 2021; Feldman et al., 2021; Feldman & Pentland, 2003; Pentland & Feldman, 2008). Artiklens empiriske grundlag er en etnografisk casestudieundersøgelse fra foråret 2021, bestående af skyggeobservationer af og interviews med tre undervisere og fire studerende. Artiklen præsenterer ny praksisnær viden om udvikling af fjernundervisningsrutiner blandt undervisere og studerende og diskuterer betydningen af organisatoriske rutiner. Artiklen konkluderer, at studerende og undervisere reparerer, udvider og stræber mod forandring af fjernundervisningsrutinen. Det kan forklares ved, at fjernundervisningsrutinens ostensive aspekt, på den ene side begrænser og muliggør udførelsen af rutinen, men selve udførelsen ikke altid skaber og genskaber fjernundervisningens ostensive aspekt. Dynamikken mellem fjernundervisningsrutinens ostensive og performative aspekt er afgørende for udvikling af den organisatoriske kapacitet.","PeriodicalId":507480,"journal":{"name":"Tidsskriftet Læring og Medier (LOM)","volume":"77 5‐6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140257198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-08DOI: 10.7146/lom.v17i29.140337
Emilie Leth Rasmussen, Malthe Have Musaeus, Mads R. Dahl, Henrik Løvschall, Peter Musaeus
This article reports a mixed methods study that uses machine learning and thematic analysis to investigate student evaluation of multiple-choice questions (MCQ). The focus is on medical and dental students' experience of self-regulated learning and motivation. We evaluate two systems developed at Aarhus University: "MED MCQ" used by medical students and "MCQ anatomy" used by dental students. We evaluate through two surveys in SurveyXact with responses from 126 medical students and 70 dental students. We use topic modelling over free text responses. The machine-learning model identifies two groups of students who, in different ways, both experience the system as motivating and facilitating their learning process. The students experience increased self-regulated learning by being able to choose the form of presentation of questions and answer questions independently of the instructor. The article discusses how educators and developers can use MCQs to promote student learning and how to analyze open-ended questions. We discuss the potential for using machine learning and integrating MCQ systems into teaching.
{"title":"Enhancing dental and medical students’ self-regulated learning through multiple choice questions: An evaluative study using machine learning","authors":"Emilie Leth Rasmussen, Malthe Have Musaeus, Mads R. Dahl, Henrik Løvschall, Peter Musaeus","doi":"10.7146/lom.v17i29.140337","DOIUrl":"https://doi.org/10.7146/lom.v17i29.140337","url":null,"abstract":"This article reports a mixed methods study that uses machine learning and thematic analysis to investigate student evaluation of multiple-choice questions (MCQ). The focus is on medical and dental students' experience of self-regulated learning and motivation. We evaluate two systems developed at Aarhus University: \"MED MCQ\" used by medical students and \"MCQ anatomy\" used by dental students. We evaluate through two surveys in SurveyXact with responses from 126 medical students and 70 dental students. We use topic modelling over free text responses. The machine-learning model identifies two groups of students who, in different ways, both experience the system as motivating and facilitating their learning process. The students experience increased self-regulated learning by being able to choose the form of presentation of questions and answer questions independently of the instructor. The article discusses how educators and developers can use MCQs to promote student learning and how to analyze open-ended questions. We discuss the potential for using machine learning and integrating MCQ systems into teaching.","PeriodicalId":507480,"journal":{"name":"Tidsskriftet Læring og Medier (LOM)","volume":"28 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140257591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-08DOI: 10.7146/lom.v17i29.140367
Marie Urte Leistner, Jens Jørgen Hansen
Personal Learning Environments are a promising phenomenon that holds various benefits for students at universities. There is however a need for adequate support and guidance to successfully design a Personal Learning Environment. Existing models and design principles are usually not actively addressing students therefore making it difficult for university students to effectively create and maintain a PLE. In this project, a Design-based Case Study was conducted to gain insights into students decision-making process when designing a Personal Learning Environment and develop a student-centred design model. Created for students, this design model will focus on equipping students with PLE designing skills for an improved (lifelong) learning experience.
{"title":"How to study - supporting university students in their design of digital Personal Learning Environments","authors":"Marie Urte Leistner, Jens Jørgen Hansen","doi":"10.7146/lom.v17i29.140367","DOIUrl":"https://doi.org/10.7146/lom.v17i29.140367","url":null,"abstract":"Personal Learning Environments are a promising phenomenon that holds various benefits for students at universities. There is however a need for adequate support and guidance to successfully design a Personal Learning Environment. Existing models and design principles are usually not actively addressing students therefore making it difficult for university students to effectively create and maintain a PLE. In this project, a Design-based Case Study was conducted to gain insights into students decision-making process when designing a Personal Learning Environment and develop a student-centred design model. Created for students, this design model will focus on equipping students with PLE designing skills for an improved (lifelong) learning experience.","PeriodicalId":507480,"journal":{"name":"Tidsskriftet Læring og Medier (LOM)","volume":"100 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140256945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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