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Elm, A., Nilsson, K. S., Björkman, A. & Sjöberg, J. (2023). Academic teachers’ experiences of technology enhanced learning (TEL) in higher education – A Swedish case. Cogent Education, 10(2), Article ID 2237329.
Open this publication in new window or tab >>Academic teachers’ experiences of technology enhanced learning (TEL) in higher education – A Swedish case
2023 (English)In: Cogent Education, E-ISSN 2331-186X, Vol. 10, no 2, article id 2237329Article in journal (Refereed) Published
Abstract [en]

This article presents a Swedish study on the potential of technology to transform teaching and learning practices in higher education. Sweden is at the forefront of technological innovation and digitalization and when it comes to technology in education this is not an exception. Technology Enhanced Learning (TEL) has emerged as an important pedagogical aspect within higher education in recent years. The term TEL is used to demonstrate teaching experiences that intend to improve such support. Previous research has recognized bottom-up initiatives from academic staff with specialists in technology often addressed by individual enthusiasts. Also, most internal processes regarding digitalization are identified as top-down initiatives driven by policy rather than influenced teachers. Hence, the main aim of this study is to analyse academic teachers´ experiences with digital technologies that support students’ learning in higher education. To support this aim, following research questions are posed: 1) What factors facilitate TEL in teaching in higher education and why? 2) What factors limit TEL in higher education and why? Focus group interviews with 36 academic teachers from two Swedish universities were conducted. Results show that on the one hand teachers experience both benefits and limitations with TEL. On the other hand, important organisational aspects of using TEL are highlighted. The choices that academic teachers face and give expression to do not appear to be a matter of individual choice or stance in teaching situations. These results have relevance globally for all involved in teaching and learning in higher education. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Place, publisher, year, edition, pages
Abingdon: Taylor & Francis, 2023
Keywords
academic teacher, agency, higher education, teaching, technology, enhanced learning
National Category
Pedagogy
Research subject
Smart Cities and Communities, LeaDS - Learning in a Digitalised Society
Identifiers
urn:nbn:se:hh:diva-51318 (URN)10.1080/2331186x.2023.2237329 (DOI)001035411800001 ()2-s2.0-85165934749 (Scopus ID)
Available from: 2023-07-28 Created: 2023-07-28 Last updated: 2023-08-16Bibliographically approved
Bergdahl, N. & Sjöberg, J. (2023). Assessment Horizons: Pre-service Teacher Expectations on Future Education. In: The European Conference on Education 2023: Official Conference Proceedings. Paper presented at The 11th European Conference on Education (ECE) (ECE2023), Onsite and Online from London, United Kingdom, July 13-17, 2023 (pp. 1177-1189). Nagoya: The International Academic Forum (IAFOR)
Open this publication in new window or tab >>Assessment Horizons: Pre-service Teacher Expectations on Future Education
2023 (English)In: The European Conference on Education 2023: Official Conference Proceedings, Nagoya: The International Academic Forum (IAFOR) , 2023, , p. 13p. 1177-1189Conference paper, Published paper (Refereed)
Abstract [en]

Socio-technical imaginaries of preservice teachers are an important area of inquiry that warrants exploration, partly because teachers need to be prepared for teaching in a digital society and partly because they will enter schools and influence education in their own right. In this paper, we examine the socio-technical imaginations of pre-service teachers in relation to future assessments in education. Socio-technical imaginaries reflect values and priorities and play a significant role in fostering agency and ownership in meeting and managing the development of future practices, thus contributing to a higher quality of education and professional development. Pre-service teachers (n=21) were instructed to write journal reflections and narratives during a speculative future intervention as part of a teacher training programme. In this study, we sought to explore how pre-service teachers perceive the role of technology in shaping future educational assessment practices. The data was analysed using thematic analysis and discussed through the lens of Information Systems Artefact. The findings indicate both teacher scepticism and robust agency as digital innovations emerge in the learning landscape. This paper will be valuable for stakeholders aiming to promote responsible digitalisation, educators, and educational researchers interested in understanding and adapting to the evolving landscape of technology in education.

Place, publisher, year, edition, pages
Nagoya: The International Academic Forum (IAFOR), 2023. p. 13
Series
European Conference on Education official conference proceedings, E-ISSN 2188-1162
Keywords
Socio-Technical Imaginaries, Pre-service Teachers, Chat-GPT, Speculative Futures
National Category
Educational Sciences
Research subject
Smart Cities and Communities, LEADS
Identifiers
urn:nbn:se:hh:diva-51866 (URN)10.22492/issn.2188-1162.2023.95 (DOI)
Conference
The 11th European Conference on Education (ECE) (ECE2023), Onsite and Online from London, United Kingdom, July 13-17, 2023
Available from: 2023-10-25 Created: 2023-10-25 Last updated: 2023-11-30Bibliographically approved
Nygren, Å. & Sjöberg, J. (2023). Beyond Teaching and Learning - Rethinking Academic Development in Relation to Quality Enhancement. International Educational Research, 6(2), 10-21
Open this publication in new window or tab >>Beyond Teaching and Learning - Rethinking Academic Development in Relation to Quality Enhancement
2023 (English)In: International Educational Research, ISSN 2576-3059, Vol. 6, no 2, p. 10-21Article in journal (Refereed) Published
Abstract [en]

Higher education (HE) today is a diversified area which has grown expansively in response to a rapidly changing educational and political climate over the past decades. In this age of complexity, development and change are omnipresent and intrinsic parts of the university teacher’s practice, from the development of the teachers’individual practice at micro-level to the collaborative development of scholarly practice at the meso-level of the department and to the strategic institutional approach at macro-level, which links to employment and promotion frameworks and the recognitionof teaching quality. As requirements for pedagogical competence have been built into career structures and criteria for promotion, academic developers have become central to the implementation of these strategies. This development goes hand in hand with the shift in focus from quality assurance to quality enhancement, which has extended the range of professional activities for academic developers. The allowing of the universities to develop their own quality assurance systems, signals a heightened awareness of the importance of ownership and the possibility of influencing quality processes, which in turn relates to national governance strategies of teaching and learning. As the changing educational and political demands on higher education have deeply affected the professional activities of the academic developer and the academic teacher, this article addresses the changes and challenges faced. The aim is to discuss these implications particularly for academic development in this diversified context and to contribute with further knowledge and understanding of structural and organizational prerequisites for the advancement of teaching in higher education. © Copyright for this article is retained by the author(s), with first publication rights granted to the journal.

Place, publisher, year, edition, pages
New York: IDEAS SPREAD, 2023
Keywords
Academic development, Academic development hubs, Agency, Change, Higher education, Quality assurance, Quality enhancement
National Category
Pedagogy
Research subject
Smart Cities and Communities, LeaDS - Learning in a Digitalised Society
Identifiers
urn:nbn:se:hh:diva-50659 (URN)10.30560/ier.v6n2p10 (DOI)
Available from: 2023-06-13 Created: 2023-06-13 Last updated: 2023-07-12Bibliographically approved
Brooks, E., Sjöberg, J., Kalsgaard Møller, A. & Edstrand, E. (Eds.). (2023). Design, Learning, and Innovation: 7th EAI International Conference, DLI 2022 Faro, Portugal, November 21–22, 2022, Proceedings. Paper presented at Design, Learning, and Innovation: 7th EAI International Conference, DLI 2022, Faro, Portugal, November 21–22, 2022. Cham: Springer
Open this publication in new window or tab >>Design, Learning, and Innovation: 7th EAI International Conference, DLI 2022 Faro, Portugal, November 21–22, 2022, Proceedings
2023 (English)Conference proceedings (editor) (Refereed)
Place, publisher, year, edition, pages
Cham: Springer, 2023. p. 183
Series
Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, ISSN 1867-8211, E-ISSN 1867-822X ; 493
Keywords
Computer Science, Informatics, Conference Proceedings, Research, Applications
National Category
Educational Sciences
Research subject
Smart Cities and Communities; Smart Cities and Communities, LeaDS - Learning in a Digitalised Society
Identifiers
urn:nbn:se:hh:diva-50426 (URN)10.1007/978-3-031-31392-9_8 (DOI)978-3-031-31391-2 (ISBN)978-3-031-31392-9 (ISBN)
Conference
Design, Learning, and Innovation: 7th EAI International Conference, DLI 2022, Faro, Portugal, November 21–22, 2022
Note

This book constitutes the refereed post-conference proceedings the 7th International Conference on Design, Leaning and Innovation, DLI 2022, which took place in Faro, Portugal, in November 21-22, 2022.

The 4 revised full papers and 2 short papers presented were carefully selected from 32 submissions on. They were organized in topical sections as follows: Digital Environments and Design Processes Fostering Learning and Interaction, Designs for Innovative Learning with Digital Technology, Digital Approaches Shaping Educational Practices.

Available from: 2023-05-09 Created: 2023-05-09 Last updated: 2023-07-06Bibliographically approved
Brooks, E. & Sjöberg, J. (2023). Designerly Processes with Robots as a Framework for Children’s Perspective-Taking. In: Eva Brooks; Jeanette Sjöberg; Anders Kalsgaard Møller; Emma Edstrand (Ed.), Design, Learning, and Innovation: 7th EAI International Conference, DLI 2022, Faro, Portugal, November 21–22, 2022, Proceedings. Paper presented at Design, Learning, and Innovation: 7th EAI International Conference, DLI 2022, Faro, Portugal, November 21–22, 2022 (pp. 113-131). Cham: Springer
Open this publication in new window or tab >>Designerly Processes with Robots as a Framework for Children’s Perspective-Taking
2023 (English)In: Design, Learning, and Innovation: 7th EAI International Conference, DLI 2022, Faro, Portugal, November 21–22, 2022, Proceedings / [ed] Eva Brooks; Jeanette Sjöberg; Anders Kalsgaard Møller; Emma Edstrand, Cham: Springer, 2023, p. 113-131Conference paper, Published paper (Refereed)
Abstract [en]

The use of robotics technology in school is renowned for providing children with opportunities to interact and collaborate in various school subjects, which raise questions of how to design learning activities that include robot technology in education. In this paper we explore how a designerly approach can foster children’s perspective-taking while creatively collaborating in mixed analogue and digital learning environments including robots, creative material and classical fairytales. Based on a social semiotics analytical framework, the study draws from workshops carried out with third grade classes of Danish school children, aged 9–10 years old. Using video recordings and a thematic analysis, the unit of analysis focuses on the activities with a special interest on children’s interactions with robots, creative materials, classical fairytales and with each other. The results of this study imply that by using a designerly approach with robotics in programming activities, conditions were created for children to engage in interactions and reasoning with each other, where the mixed learning environment reinforced children’s abilities of perspective-taking. © 2023, ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering.

Place, publisher, year, edition, pages
Cham: Springer, 2023
Series
Lecture Notes of the Institute for Computer Sciences, Social-Informatics and Telecommunications Engineering, LNICST, ISSN 1867-8211, E-ISSN 1867-822X ; 493
Keywords
Child-robot interaction, Creative material, Designerly, Fairytales; Linking, Mixed learning environments, School children, Video observation
National Category
Other Social Sciences not elsewhere specified
Research subject
Smart Cities and Communities, LeaDS - Learning in a Digitalised Society
Identifiers
urn:nbn:se:hh:diva-50400 (URN)10.1007/978-3-031-31392-9_10 (DOI)2-s2.0-85161388505 (Scopus ID)978-3-031-31391-2 (ISBN)978-3-031-31392-9 (ISBN)
Conference
Design, Learning, and Innovation: 7th EAI International Conference, DLI 2022, Faro, Portugal, November 21–22, 2022
Available from: 2023-05-02 Created: 2023-05-02 Last updated: 2023-07-06Bibliographically approved
Sjöberg, J. & Brooks, E. (2023). Didactical Design Goes Rogue? Children’s Playful Explorations While Engaged in Scaffolded Coding Activities Supported by Robots. In: Xiaowen Fang (Ed.), HCI in games: 5th International Conference, HCI-Games 2023, Held as Part of the 25th HCI International Conference, HCII 2023, Copenhagen, Denmark, July 23–28, 2023, Proceedings, Part II (pp. 61-80). Cham: Springer
Open this publication in new window or tab >>Didactical Design Goes Rogue? Children’s Playful Explorations While Engaged in Scaffolded Coding Activities Supported by Robots
2023 (English)In: HCI in games: 5th International Conference, HCI-Games 2023, Held as Part of the 25th HCI International Conference, HCII 2023, Copenhagen, Denmark, July 23–28, 2023, Proceedings, Part II / [ed] Xiaowen Fang, Cham: Springer, 2023, p. 61-80Chapter in book (Refereed)
Abstract [en]

Current society is characterized by rapid development and change, with technology being at the forefront in shaping the future. To accommodate this, it is crucial to equip the next generation with the critical skills and knowledge necessary to navigate in such a world. One way to achieve this is through the introduction and implementation of scaffolded coding activities supported by robots in primary education. In this paper we investigate how coding activities that include educational robots can be used in an educational setting with a class of Danish primary school children, aged 7–8 years old. The study draws from a socio-cultural approach to children’s learning and development, elaborating on the concepts of playfulness as a mediated action, the zone of proximal development, and scaffolding. The research questions posed in the study are: (1) How do primary school children adopt didactical instructions in a coding workshop supported by robots? (2) What kind of interactions unfold while children are engaged in coding activities supported by robots? The unit of analysis is children’s coding activities during an experimental coding-workshop supported by different robots carried out in a laboratory setting at a Danish university. The robots used in the workshop were Beebot/Bluebot, Dash and Ozobot. The results imply that scaffolding strategies such as task instructions and the design of the learning environment need to be closely connected and carefully considered to engage children in meaningful ways. © 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG

Place, publisher, year, edition, pages
Cham: Springer, 2023
Series
Lecture Notes in Computer Science book series (LNCS), ISSN 978-3-031-35978-1, E-ISSN 978-3-031-35979-8 ; 14047
Keywords
Coding activities, Didactical design, Educational robots, Exploration Playfulness, Primary school children, Scaffolding
National Category
Other Social Sciences not elsewhere specified
Research subject
Smart Cities and Communities, LeaDS - Learning in a Digitalised Society
Identifiers
urn:nbn:se:hh:diva-51248 (URN)10.1007/978-3-031-35979-8_5 (DOI)
Available from: 2023-07-10 Created: 2023-07-10 Last updated: 2023-07-11Bibliographically approved
Sofkova Hashemi, S., Berbyuk Lindström, N., Brooks, E., Háhn, J. & Sjöberg, J. (2023). Impact of Emergency Online Teaching on Teachers’ Professional Digital Competence: Experiences from the Nordic Higher Education Institutions. In: Rising like a Phoenix: Emerging from the Pandemic and Reshaping Human Endeavors with Digital Technologies ICIS 2023. Paper presented at ICIS 2023, Hyderabad, India, 10-13 december, 2023. Association for Information Systems, Article ID 12.
Open this publication in new window or tab >>Impact of Emergency Online Teaching on Teachers’ Professional Digital Competence: Experiences from the Nordic Higher Education Institutions
Show others...
2023 (English)In: Rising like a Phoenix: Emerging from the Pandemic and Reshaping Human Endeavors with Digital Technologies ICIS 2023, Association for Information Systems, 2023, article id 12Conference paper, Published paper (Refereed)
Abstract [en]

During the COVID-19 pandemic, Nordic higher education institutions (HEIs) as any other learning providers had to abruptly switch from onsite in-person delivery strategies to a more ‘pandemic-friendly’ online mode. To manage these emergent transformations of learning environments successfully, development of teachers’ digital competence became pivotal. This study investigates the experiences of teachers and students from HEIs in the Nordic countries of the impact of the transition to online teaching during the pandemic crisis on teachers’ professional digital competence (TPDC). The findings indicate that the pandemic promoted teachers’ creativity and innovation, enabling individual initiatives, openness, and decentralization that demonstrates the Nordic HEIs readiness to mobilize relevant digital infrastructure and exert academic freedom in times of crises. The study further broadens the concept of TPDC involving aspects of well-being and physical environment as additional indicators, to ensure equality, inclusion, and sustainability in the future of online education in higher education. 

Place, publisher, year, edition, pages
Association for Information Systems, 2023
Keywords
Higher education, COVID-19, teachers’ digital competence, online pedagogy
National Category
Educational Sciences
Research subject
Smart Cities and Communities, LEADS
Identifiers
urn:nbn:se:hh:diva-52072 (URN)
Conference
ICIS 2023, Hyderabad, India, 10-13 december, 2023
Funder
Swedish Research Council, 2022-04469
Note

Best Paper Nominee

Available from: 2023-11-20 Created: 2023-11-20 Last updated: 2024-01-12Bibliographically approved
Cooney, M. & Sjöberg, J. (2023). Navigating the Current “New World” of Teaching with Technology: A Glimpse into Our Teachers’ Minds. In: Eva Brooks; Jeanette Sjöberg; Anders Kalsgaard Møller; Emma Edstrand (Ed.), Design, Learning, and Innovation: 7th EAI International Conference, DLI 2022, Faro, Portugal, November 21–22, 2022, Proceedings. Paper presented at Design, Learning, and Innovation: 7th EAI International Conference, DLI 2022, Faro, Portugal, November 21–22, 2022 (pp. 135-152). Cham: Springer
Open this publication in new window or tab >>Navigating the Current “New World” of Teaching with Technology: A Glimpse into Our Teachers’ Minds
2023 (English)In: Design, Learning, and Innovation: 7th EAI International Conference, DLI 2022, Faro, Portugal, November 21–22, 2022, Proceedings / [ed] Eva Brooks; Jeanette Sjöberg; Anders Kalsgaard Møller; Emma Edstrand, Cham: Springer, 2023, p. 135-152Conference paper, Published paper (Refereed)
Abstract [en]

The COVID-19 pandemic helped spark a surge in innovative usages of technology in education, from robot-based remote graduation ceremonies to immersive learning through extended reality, meetings in fantastical game worlds, automatic examination methods, and flexible learning options such as hybrid classes. It’s been said that we can’t go back to “normal” because this is normal now–but what exactly is today’s “new normal”? The current paper reports on the results of an anonymous online survey conducted with 42 teachers in business, IT, nursing, and education at our university in October 2021, to gain insight into where some teachers on the “front lines” currently stand on the use of technology in education. Some insights included that: More teachers than we had expected were using robotics and extended reality (XR), suggesting that silo effects can exist in education, even at small universities; furthermore, the rates of teachers who had seen such usage seemed close to the rates of teachers who had tried using them, suggesting the usefulness of raising awareness to promote professional digital competence (PDC). Rates for using games and exam tools were lower than expected, despite the availability of game platforms and a growing need to consider the threat of how technology can be misused to cheat in exams, possibly due to teachers’ limited time for pedagogical development. Also, teachers appeared to have strong and differing opinions about learning formats, although a general preference was observed for physical classes and exams, and hybrid teacher meetings. Our aim is that these results will be used by our university’s pedagogical center to support our teachers’ PDC and uses of edtech in the near future. © 2023, ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering.

Place, publisher, year, edition, pages
Cham: Springer, 2023
Series
Lecture Notes of the Institute for Computer Sciences, Social-Informatics and Telecommunications Engineering, LNICST, ISSN 1867-8211, E-ISSN 1867-822X ; 493
Keywords
edtech, educational robotics, gamification in education, hybrid learning, professional digital competence, XR in education
National Category
Other Social Sciences not elsewhere specified
Research subject
Smart Cities and Communities, LeaDS - Learning in a Digitalised Society
Identifiers
urn:nbn:se:hh:diva-50402 (URN)10.1007/978-3-031-31392-9_11 (DOI)2-s2.0-85161456976 (Scopus ID)978-3-031-31391-2 (ISBN)978-3-031-31392-9 (ISBN)
Conference
Design, Learning, and Innovation: 7th EAI International Conference, DLI 2022, Faro, Portugal, November 21–22, 2022
Available from: 2023-05-02 Created: 2023-05-02 Last updated: 2023-07-06Bibliographically approved
Bergdahl, N. & Sjöberg, J. (2023). New Minds, New Methods: Pre-service Teachers Envision the Educational Future. In: Kohei Arai (Ed.), Proceedings of the Future Technologies Conference (FTC) 2023, Volume 4: . Paper presented at Future Technologies Conference (FTC 2023), San Francisco, United States, 2-3 November, 2023 (pp. 314-322). Cham: Springer, 816
Open this publication in new window or tab >>New Minds, New Methods: Pre-service Teachers Envision the Educational Future
2023 (English)In: Proceedings of the Future Technologies Conference (FTC) 2023, Volume 4 / [ed] Kohei Arai, Cham: Springer, 2023, Vol. 816, p. 314-322Conference paper, Published paper (Refereed)
Abstract [en]

What do people who study to become teachers dread and hope with regard to technology? Pre-service teachers (n = 21) were encouraged to consider the future of education by incorporating elements of, for example, augmented and virtual reality and Chat-GPT during three workshops that introduced them to the subject of sociotechnical imaginaries. Pre-service teachers were requested to write reflections and narratives for their logbooks. Individual thought expression can encourage group discussion and make instructors more confident in controlling future narratives. Such empowerment can mitigate risks and potential, inform elective courses of action, and improve understanding of the complexity of the future of digital education. Reflections were therefore done both individually and in groups. Data were analysed using the lens of Diffusion of Innovations theory, using thematic analysis. Three themes were identified, and key findings reveal opposing and ambivalent responses to the digitalisation of teaching, with plurality and flexibility on the one hand and restriction and isolation on the other. The results convey both passivity and hope as digital innovation was thought to solve problems by bridging the classroom to the outside world, leading to increased loneliness. The paper would interest stakeholders looking to leverage responsible digitalisation, the teaching community, and educational researchers.

Place, publisher, year, edition, pages
Cham: Springer, 2023
Series
Lecture Notes in Networks and Systems (LNNS), ISSN 2367-3370, E-ISSN 2367-3389 ; 816
Keywords
Socio-Technical Imaginaries, Pre-Service Teachers, Chat-GPT, Speculative Futures
National Category
Pedagogy
Research subject
Smart Cities and Communities, LEADS
Identifiers
urn:nbn:se:hh:diva-51978 (URN)10.1007/978-3-031-47448-4_22 (DOI)978-3-031-47447-7 (ISBN)978-3-031-47448-4 (ISBN)
Conference
Future Technologies Conference (FTC 2023), San Francisco, United States, 2-3 November, 2023
Available from: 2023-11-13 Created: 2023-11-13 Last updated: 2023-11-13Bibliographically approved
Edstrand, E., Sofkova Hashemi, S. & Sjöberg, J. (2023). Primary teachers didactical design for students’ learning in VR environments. In: Book of Abstracts: EARLI 2023. Paper presented at The 20th Biennial EARLI Conference for Research on Learning and Instruction (EARLI 2023), Thessaloniki, Greece, 22-26 August, 2023 (pp. 13-13).
Open this publication in new window or tab >>Primary teachers didactical design for students’ learning in VR environments
2023 (English)In: Book of Abstracts: EARLI 2023, 2023, p. 13-13Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Virtual reality (VR) is an example of a technology that invites new ways of how to design learning activities. The aim of this study is to explore how teachers organize onsite and distance learning environments for multilingual study guidance to promote students’ subject-specific learning. Multilingual study guidance is a support in Swedish schools to enhance the development of students’ subject-specific learning in native language. There are limitations in the ways in which multilingual study guidance is designed. It is often the case that learning activities are not grounded in students’ individual needs. VR constitutes a resource that can support individualized learning activities. The study is part of a Design-Based research project involving 3 researchers, 1 VR-designer, 2 teachers, 3 students from 2 schools in a cyclic process of systematic, iterative and reflective development of concrete educational activities. The results of the designs for learning demonstrate a planning for student-active practice where the student is encouraged to engage with the knowledge content in the virtual space moving around, showing knowledge by pointing/selecting, getting familiar with objects by holding them, watching a process, etc. The students are expected to show and demonstrate their knowledge, while discussing using acquired concepts in the knowledge domain. 

The study has pivotal implications for both research and practice regarding developing theoretical and practical outcomes in the context of developing students’ subject-specific learning in multilingual study guidance.

 

 

 

 

National Category
Pedagogy
Research subject
Smart Cities and Communities, LeaDS - Learning in a Digitalised Society
Identifiers
urn:nbn:se:hh:diva-51515 (URN)
Conference
The 20th Biennial EARLI Conference for Research on Learning and Instruction (EARLI 2023), Thessaloniki, Greece, 22-26 August, 2023
Available from: 2023-08-25 Created: 2023-08-25 Last updated: 2023-08-31Bibliographically approved
Projects
EDUCERE NORDIC NETWORK - Development speeded up by necessity: Digitalization and future of Nordic higher education [2022-04469_VR]; Halmstad University; Publications
Sofkova Hashemi, S., Berbyuk Lindström, N., Brooks, E., Háhn, J. & Sjöberg, J. (2023). Impact of Emergency Online Teaching on Teachers’ Professional Digital Competence: Experiences from the Nordic Higher Education Institutions. In: Rising like a Phoenix: Emerging from the Pandemic and Reshaping Human Endeavors with Digital Technologies ICIS 2023. Paper presented at ICIS 2023, Hyderabad, India, 10-13 december, 2023. Association for Information Systems, Article ID 12.
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-1147-5736

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