New ways of learning : Participatory action research and Kenyan runners’ appropriation of smartphones to improve their daily lives and participation in m-learning

Hansson, Per-Olof

doi:10.3384/diss.diva-115804

Cited by 7 publications

(4 citation statements)

References 61 publications

(134 reference statements)

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“…Thus, this requires a mind change if full learning potential is to be achieved. The findings of this study show that the main challenge encountered in online learning was not the technology itself, even if the pupils had difficulties with insufficient networks and internet access, but rather teaching methods and pedagogical approach (see Escueta et al, 2020;Hansson, 2015;Rouadi & Anouti, 2020).…”

Section: Discussionmentioning

confidence: 87%

“…There are, therefore, challenges to implementing online teaching: pedagogical, technical and social (Hansson, 2015). Firstly, a pedagogical challenge is introducing digital tools in formal education when teachers have limited experience of online teaching and pupils have limited digital competence.…”

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confidence: 99%

“…Studies show that learners prefer, and are more engaged by, blended learning (a combination of traditional classroom teaching and online educational materials) rather than a fully online learning approach (Crichton & Onguko, 2013;Wanner & Palmer, 2015). This has led researchers to investigate what people learn in "knowledge-rich environments", of which online teaching can be considered an example (Hansson, 2015).…”

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confidence: 99%

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Teaching Practice Online: Challenges in Japan, India and Kenya Under Pandemic

Hansson¹

2021

ije

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The coronavirus pandemic affected the whole world in 2020, with high pressure on the health sector, many deaths, reduced business activity, rising unemployment rates, travel restrictions and social distancing. These developments have had severe consequences for all areas of every society around the globe. This also includes education. In many countries, primary and secondary pupils and university students alike were sent home as schools and universities closed abruptly as part of efforts to control the spread of the virus. As teaching moved online, learners and teachers were unprepared for the new situation, which posed a unique set of challenges. In this context, trainee teachers at a Swedish university were encouraged to support online teaching at schools in Japan, India and Kenya. The purpose of the digital internship was threefold: to continue the trainees’ teaching placements in the absence of opportunities for in-class teaching; to provide an opportunity for trainee teachers to develop their own competence in online teaching; and to assist the foreign schools in the challenging task of delivering online classes. This article aims to investigate the challenges faced by pupils in Japanese, Indian and Kenyan schools and by 27 Swedish trainee teachers during this project. Data collection consisted of interviews, an online questionnaire, lesson observations, assessment forms, and reports given by trainees. The main challenges identified through our findings included internet access in host countries, the use of a teacher-centred approach to learning, and difficulty for trainees to relate to the pupils’ life conditions. However, we conclude that the trainee teachers increased their global awareness through a climate-friendly alternative to the traditional teaching placement abroad.

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Section: Discussionmentioning

confidence: 87%

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Teaching Practice Online: Challenges in Japan, India and Kenya Under Pandemic

Hansson¹

2021

ije

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“…In addition, Duruk et al [17] stated that these applications were welcomed by the students themselves and that they are effective in eliminating misconceptions, while outdoor learning environments also increase students' knowledge and self-confidence. Furthermore, education with different activities in informal environments can play an important role in increasing the success of students [18].…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of a School-Based Outdoor Education Curriculum and Online Learning Environment among Prospective Teachers

Tekakpınar

Tezer

2019

Sustainability

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The aim of this study is to determine the effectiveness of a curriculum developed for prospective physical education teachers to learn an outdoor sports course, using both the school-based outdoor education approach and online learning. The research design involved a mixed method that used both qualitative and quantitative approaches. Since qualitative data were collected in order to support quantitative data, the researchers applied a sequential–descriptive pattern of mixed methods. As a result of the research, the achievement of the outdoor sports lesson and the ability of doing outdoor sports were improved among prospective teachers using both the school-based outdoor education and online learning physical education approaches. The prospective teachers stated that they learned the subjects better by doing, and that they were more motivated to improve their subsequent performance after watching the recorded activities and performances on the learning management system. The prospective teachers generally expressed the positive opinion that the course was helpful for passing the final exam or other evaluations, and that the teaching activities were motivational.

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Evidence in Practice : On Knowledge Use and Learning in Social Work

Avby¹

2015

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New ways of learning : Participatory action research and Kenyan runners’ appropriation of smartphones to improve their daily lives and participation in m-learning

Cited by 7 publications

References 61 publications

Teaching Practice Online: Challenges in Japan, India and Kenya Under Pandemic

Teaching Practice Online: Challenges in Japan, India and Kenya Under Pandemic

Effectiveness of a School-Based Outdoor Education Curriculum and Online Learning Environment among Prospective Teachers

Evidence in Practice : On Knowledge Use and Learning in Social Work

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