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  • 1.
    Bjursell, Cecilia
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Ahl, Helene
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Almgren, Susanne
    Jönköping University, School of Education and Communication, HLK, Media and Communication Studies. Karlstad University.
    Berglez, Peter
    Jönköping University, School of Education and Communication, HLK, Media and Communication Studies.
    Bergström, Johanna
    Jönköping University, School of Education and Communication, HLK, Sustainable Societies (SUS).
    Bertills, Karin
    Jönköping University, School of Education and Communication, HLK, CHILD. Institutionen för beteendevetenskap och lärande (IBL), Avdelningen för psykologi (PSY), Linköpings universitet (LIU).
    Bäcklund, Johan
    Jönköping University, School of Education and Communication, HLK, Practice Based Educational Research, Epistemic Cultures & Teaching Practices. Jönköping University, School of Education and Communication, HLK, Communication, Culture and Diversity (CCD).
    Dybelius, Anders
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Florin Sädbom, Rebecka
    Jönköping University, School of Education and Communication, HLK, Practice Based Educational Research, Epistemic Cultures & Teaching Practices.
    Gustafsson, Mikael
    Jönköping University, School of Education and Communication, HLK, Sustainable Societies (SUS).
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, Sustainable Societies (SUS), Sustainability Education Research (SER).
    Heuman, Johannes
    Jönköping University, School of Education and Communication, HLK, Communication, Culture and Diversity (CCD).
    Segolsson, Mikael
    Jönköping University, School of Education and Communication, HLK, Practice Based Educational Research, Epistemic Cultures & Teaching Practices.
    Öhman, Charlotte
    Jönköping University, School of Education and Communication, HLK, Practice Based Educational Research, Preschool Education Research.
    Lifelong Learning Through Context Collapse: Higher education Teachers’ Narratives About Online education During The Pandemic2022In: Proceedings of INTED2022 Conference 7th-8th March 2022, 2022, p. 2632-2641Conference paper (Refereed)
    Abstract [en]

    The COVID-19 pandemic has elicited a shift from campus classrooms to distance education in higher education worldwide, shaping not only students’ experiences, but also those of teachers, especially those who never have taught online. In addition, the pandemic created a meta-context that has positioned distance education as something different from previous efforts. This study aimed to investigate higher education teachers’ experiences during the transition from classroom to online teaching by using a collective auto-ethnography method based on 13 personal stories from Swedish faculty. For the abductive approach in the analysis, a framework that combines lifelong learning theory with the context collapse concept has been applied. The disjuncture that the pandemic has elicited created a situation in which teachers had to make sense of the fact that their previous experiences did not completely fit the new situation. Context collapse, a term used to describe encounters with many audiences in social media, has been introduced to highlight the clash between professional and private contexts in online educational platforms. Based on lifelong learning theories, we suggest that context collapse should be examined in terms of how it can help improve higher education, as it holds the potential to include the entire person – body and mind – in education.

  • 2.
    Fleischer, Håkan
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Segolsson, MikaelJönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Forskande lärare i praktiken: Vol. 12007Collection (editor) (Other academic)
  • 3.
    Fleischer, Håkan
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Segolsson, MikaelJönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Forskande lärare i praktiken: Vol. 22007Collection (editor) (Other academic)
  • 4.
    Fleischer, Håkan
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Segolsson, MikaelJönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Forskande lärare i praktiken: Vol. 42008Collection (editor) (Other academic)
  • 5.
    Fleischer, Håkan
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Segolsson, MikaelJönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Forskande lärare i praktiken: Vol. 52008Collection (editor) (Other academic)
  • 6.
    Hirsh, Åsa
    et al.
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices.
    Segolsson, Mikael
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices.
    Enabling teacher-driven school-development and collaborative learning: An activity theory-based study of leadership as an overarching practice2019In: Educational Management Administration & Leadership, ISSN 1741-1432, E-ISSN 1741-1440, Vol. 47, no 3, p. 400-420Article in journal (Refereed)
    Abstract [en]

    The current study reported here is one within a research project aimed at the identification of enabling and constraining factors in a two-year school-development project at a large secondary school in Sweden, where all teaching staff were involved in improving the quality of instruction through collaborative analyses. In this project a development group, consisting of one principal and eight lead teachers/middle leaders, played a vital role. Based on activity theory and an understanding of leadership as practice involving individuals, organization and artefacts, this study sets out to deepen the knowledge of leadership practices in locally situated, teacher-driven, school-development work. Organizational changes occurring when the development group sought to achieve a model for systematic collaborative learning are analysed, with a specific focus on the role of middle leaders. Data were collected through observations and interviews during the project’s planning phase and through subsequent interviews and continuously written self-reflections during its operational phase. Several contradictions on various levels in the activity system are identified, and it is suggested that the school’s way of organizing teacher-driven school-development work – by transforming the rules, division of labor and mediating artifacts of the activity system – enabled collaborative learning and analyses of instruction that involved all teachers at the school.

  • 7.
    Hirsh, Åsa
    et al.
    Jönköping University, School of Education and Communication, HLK, Practice Based Educational Research, Epistemic Cultures & Teaching Practices.
    Segolsson, Mikael
    Jönköping University, School of Education and Communication, HLK, Practice Based Educational Research, Epistemic Cultures & Teaching Practices.
    "Had there been a Monica in each subject, I would have liked going to school every day": a study of students’ perceptions of what characterizes excellent teachers and their teaching actions2021In: Education Inquiry, E-ISSN 2000-4508, Vol. 12, no 1, p. 35-53Article in journal (Refereed)
    Abstract [en]

    The current study – guided by the overarching research question What aspects of successful teaching unfold in students’ descriptions of the teachers that they perceive as being really good teachers? – is situated within a larger research project aimed at extending knowledge about successful teaching and teachers. It builds on 20 focus-group interviews with 102 students aged 16–18 in ten Swedish municipalities. Based on inductive qualitative content analysis carried out on manifest data level, eight aspects unfold that – from a student perspective – characterise excellent teachers and teaching. These are subsequently problematised from an opportunity-to-learn (OTL) perspective, and in relation to various theoretical understandings of what successful teaching encompasses. It is concluded that such teaching that students perceive as leading to knowledge-development and well-being is characterised by aspects that can be understood – in various ways – as relational, i.e. as unfolding through participative communication in the interplay and interaction that constitute the space between teacher and students. Throughout students’ descriptions it is also obvious that the teachers they perceive as the best are scaffolders and shepherds who manage to balance between simultaneously scaffolding and challenging students cognitively while paying attention to affective dimensions in order to safeguard their social development, self-confidence and self-esteem. 

  • 8.
    Hirsh, Åsa
    et al.
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices.
    Segolsson, Mikael
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices.
    Skolutveckling som gemensamt projekt: Att organisera för och genomföra professionsdriven skolutveckling2019 (ed. 1)Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Boken belyser olika aspekter av ett framgångsrikt skolutvecklingsprojekt på en lokal skola i Jönköpings kommun. Huvudtemat är en beskrivning av hur rektor tillsammans med mellanledare och övriga lärare på skolan gjort för att organisera och genomföra professionsdriven skolutveckling med undervisningen i fokus. I flera av bokens kapitel beskrivs planeringen och genomförandet av projektet och vilka framgångsfaktorer och hinder som upptäckts under processen. Dessutom presenteras studier som gjorts av lärare i verksamheten för verksamheten, följeforskning av mellanledarnas roll samt kollegiets erfarenheter av projektet. Därtill innehåller ett kapitel elevtexter som beskriver deras erfarenheter. Det är mångfalden av perspektiv och det faktum att innehållet är hämtat direkt från praktiken som gör denna bok unik.Projektet som redovisas i boken visar på en betydelsefull motvikt till dagen skoldebatt, som många gånger handlar om sviktande elevresultat, tidsbrist i läraryrket och tidsbrist för att kunna genomföra utvecklingsarbete i verksamheten. Resultatet visar att det går att genomföra framgångsrik skolutveckling med förändringar i såväl undervisningen som skolkulturen i sin helhet, vilket bland annat har lett till högre meritvärden hos elever.

  • 9.
    Hugo, Martin
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Segolsson, MikaelJönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Lärande och bildning i en globaliserad tid2010Collection (editor) (Other academic)
  • 10. Mikael, Segolsson
    et al.
    Lindh, Jörgen
    Kilbrink, Nina
    Karlstads universitet.
    Carlsson, Sten
    Karlstads universitet.
    Programmerbart konstruktionsmaterial i undervisningen: Delrapport2002Report (Other academic)
  • 11.
    Rapp, Stephan
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Segolsson, Mikael
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Aktaş, Vezir
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    The Director of Education and Research-Based Education: Exploring the Tensions between Policy and What Directors Actually Report2017In: International Journal of Research and Education (IJRE) (online): 2398-3760, Vol. 2, no 4Article in journal (Refereed)
    Abstract [en]

    We  examine  how  Swedish  directors  of  education  describe the conditions under which they lead research-based education.  The  empirical  data  was  collected  via  questionnaires  that  were  distributed  via  e-mail  to  all  Swedish  directors  of education in charge of primary and secondary schools. Our results are based on a ‘frame factor’ theoretical perspective.Directors  of  education  judge  themselves  as  being  well-prepared  for  the  task  of  ensuring  that  research-based  education  is provided  to  the  students.  They  envision  their  role as  one  where  they  read  research  reports,  but  they  do  not  disseminate  this scientific  knowledge  throughout  schools.  The  directors  assess  teachers  as  having  the  least  responsibility  for  ensuring  that research-based education in primary- and secondary schools is provided to the students. From a cultural frame perspective, the results of the study reveal that school director considerably overestimate their ability to manage a scientific based education.

  • 12.
    Rapp, Stephan
    et al.
    Jönköping University, School of Education and Communication.
    Segolsson, Mikael
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Kroksmark, Tomas
    Jönköping University, School of Education and Communication, HLK, School Based Research, School Based Research and Professional Development. Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    The Education Act: Conditions for a Research-based School A Frame-Factor Theoretical Thinking2017In: International Journal of Research and Education, ISSN 2398-3760, Vol. 2, no 2, p. 1-13Article in journal (Refereed)
    Abstract [en]

    In 2010, the Swedish Parliament enacted a new education act that, among other aspects, stipulated education in primary and secondary schools must be based on research and proven experience. Such a legal requirement that would apply to both school levels is quite innovative not only in Sweden but internationally. Over the years principals and teachers have developed new pedagogies designed to improve teaching and learning. Could another means toward such improvements lie in a law stipulating that education in primary and secondary school must be based on research and proven experience? What conditions are required for such a law to affect the work of the school faculty and staff? The analytic methods used in this investigation are Lundgren’s frame factor theory and Goffman’s frame analysis. The focus is on the relationship between parliamentary control via legislation and the possibilities of principals and teachers to fulfil the intentions of the law. Our analysis reveals that the law experienced difficulties due to it not being properly implemented and not providing clear instructions on how it should be used in teaching practice.

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  • 13.
    Segolsson, Mikael
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Bildning i en uppkopplad skola2013In: Den trådlösa pedagogiken: en-till-en i skolan på vetenskaplig grund / [ed] Tomas Kroksmark, Lund: Studentlitteratur, 2013, p. 179-196Chapter in book (Refereed)
  • 14.
    Segolsson, Mikael
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices. Göteborgs universitet.
    Datainsamling och analys – verktyg i systematiskt kvalitetsarbete2021In: Skolutveckling i teori och praktik / [ed] Å. Hirsh & A. Olin, Malmö: Gleerups Utbildning AB, 2021, p. 55-78Chapter in book (Other academic)
  • 15. Segolsson, Mikael
    Drömmen om att kontrollera kunskap2008In: Grundskoletidningen, no 3, p. 10-16Article in journal (Refereed)
  • 16. Segolsson, Mikael
    Hur uppfattar elever att de lär sig programmera?2004Conference paper (Other academic)
  • 17.
    Segolsson, Mikael
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Information, kunskap och bildning2010In: Lärande och bildning i en globaliserad tid / [ed] Hugo, Martin & Segolsson, Mikael, Lund: Studentlitteratur , 2010, 1, p. 27-36Chapter in book (Other academic)
  • 18.
    Segolsson, Mikael
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Lärandets hermeneutik: Tolkningens och dialogens betydelse för lärandet med bildningstanken som utgångspunkt2011Doctoral thesis, monograph (Other academic)
    Abstract [sv]

    En viktig uppgift inom utbildningsvetenskaplig forskning är att bidra till en kritisk diskussion av skolsystemets processer och dess grundläggande pedagogiska begrepp. Avhandlingens syfte är att i denna diskussion fokusera lärandebegreppet och med bildningstanken som utgångspunkt bilda kunskap om hur vi kan förstå tolkningens och dialogens betydelse för lärandebegreppet. Undersökningen är teoretisk och grundas i hermeneutisk filosofi med ambitionen att analysera ett lärande för genuin kunskap, vilket innebär kunskap för förståelse och klokskap, som är förkroppsligad och därmed en del i ens person. Kunskap kan med andra ord inte enbart betraktas som att veta något, utan det handlar lika mycket om ett sätt att vara. I undersökningen benämns denna vetenskapsteoretiskt och filosofiskt begreppsläggning av såväl lärande som kunskap för lärandets hermeneutik.

    Problemområdet är institutionaliserade utbildningar. Kritiken riktas mot den ensidiga och rationalistiska fokuseringen på mål och resultat, vilket har medfört att kunskapens giltighet många gånger avgörs genom frågor om vad den tjänar till, om den är mätbar eller om den är systemeffektiv. Som kontrast till detta ställs hermeneutiska teorier om bildning, tolkning och dialog. Bland annat begreppsläggs lärande som en process med möjligheten till fritt sökande och en vilja att möta trögheten i det främmande. Bildningsbegreppet utgör därför en viktig utgångspunkt för att problematisera utbildningens rationalistiska fokus. Samtidigt går det inte att bortse från att utbildningssystemets grundläggande struktur bygger på att nå mål och en examen under en bestämd tid. Betyg ska sättas för att fungera som urvalsinstrument för att nå nya nivåer i utbildningssystemet. Av den anledningen klarar sig inte bildning utan utbildning och om bildningstanken ska få utrymme i skolans vardag måste detta börja med utgångspunkten att arbeta för en bildande utbildning.

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    Lärandets hermeneutik
  • 19.
    Segolsson, Mikael
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Postmoderna tankar om postmodernitet2007In: Didaktisk TidskriftArticle in journal (Other (popular scientific, debate etc.))
  • 20.
    Segolsson, Mikael
    Estetisk-filosofiska fakulteten, Karlstad universitet.
    Programmeringen intentionala objekt: Nio elevers uppfattningar av programmering2006Licentiate thesis, monograph (Other academic)
  • 21. Segolsson, Mikael
    Pupils Experience of Programming Computers: An Example of Learning with Computers from Swdish Compulsory School2005Conference paper (Refereed)
  • 22. Segolsson, Mikael
    Pupils' Learning and Experiences of Programming LEGO Robotics2005Conference paper (Other academic)
  • 23.
    Segolsson, Mikael
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    The Gadamerian notion of ”Bildung” for the Postmodern Era a Theoretical Discussion on the Need to Redefine the Bildung-process2007In: Proposal for 2008 AERA Conference, New York, 2007Conference paper (Other (popular scientific, debate etc.))
  • 24.
    Segolsson, Mikael
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Bäcklund, Johan
    Jönköping University, School of Education and Communication.
    Flippa mellan skolämnen: En forskningsstudie om Flippad undervisning i skolår 6 och 72016Report (Other academic)
    Abstract [sv]

    Den här forskningsstudien handlar om Flippad undervisning och resultatet bygger på datainsamling under tre terminer med tre lärare och 22 elever som gick i skolår 6 och första terminen i skolår 7 under projekttiden. Syftet var att ur ett elev-och lärarperspektiv bilda kunskap om undervisningsformen Flippad undervisning med fokus riktat mot vilken typ av lärande som framträder och vad som krävs för att nå framgång med undervisningen i denna form. I den här forskningsstudien behandlas forskningsfrågorna:

    • Vad framträder i lärarnas undervisning genom Flippad undervisning?
    • Vad framträder i elevernas lärande genom Flippad undervisning?
    • Vilka framgångsfaktorer har visat sig vara viktiga för att lyckas med undervisningsformen Flippad undervisning?

    Empiri har samlats in genom observationer, naturliga samtal samt intervjuer under 18 månader från höstterminen 2014 till och med höstterminen 2015. Forskningsstudiens teoretiska utgångspunkt är livsvärldsfenomenologin med en metodologisk ansats i etnografin. Det centrala i studien har varit följsamhetmed den verksamhet där datainsamlingen skett, därav valet av den teoretiska och den metodologiska utgångspunkten.

    Flippad undervisning är en relativt ny undervisningsformmen den har snabbt spridits både nationellt och internationellt och det är många lärare som uttrycker att de arbetarmed Flippad undervisning. Även om det inte finns någon enhetlig beskrivning eller definition på vad undervisningsformen konkret innebär,finns gemensamma drag i den pedagogiskagrundtanken som innebär att den skolförlagda undervisningstiden i klassrummet ska användas till kvalitativt elevcentrerat arbete istället för att merparten av tiden läggs på lärarledda genomgångar. Genomgångarna förläggs istället till tider innan själva lektionerna, vanligtvis i hemmet som en läxa, genom att eleverna tar del av kortare undervisningsfilmer där ämnesstoffet presenteras.

    Resultatet visar att lärarnas egen yrkesroll synliggjorts genom undervisningsformen och att de utvecklade en helhetssyn iundervisningen genom att ”flippa mellan ämnena”. Detta bidrog till ett tydligt ämnesintegrerat arbetssätt. Ur ett elevperspektiv visade resultatet att de flesta eleverna utvecklade en god problemlösningsförmåga samtatt de tog ansvar för sitt eget lärande; detta har vi benämnt som att varaagenter för sitt lärande,och utvecklade en tro på sin egen förmåga att lösa problem och klara av uppgifter. Resultatet visade även att undervisningsformen inte passade alla elever eftersom arbetet i undervisningen byggde på att eleverna fick mycket frihet och att de skulle ta egna initiativ i sitt lärande. De elever som behövde tydliga strukturer och riktlinjer i sitt lärande blev i bland osäkra och hade svårt att anpassa sig till det fria arbetssättet. När det gäller vilka framgångsfaktorer som är viktiga för att lycka med undervisningsformen visar resultatet i denna forskningsstudie att det är viktigt med kontinuitet och att det bör finnas en bred förankring där många lärare är inblandade så att undervisningsformeninteupphör, stannar av,om det blir förändringar i lärarsammansättningen.

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    Fulltext
  • 25.
    Segolsson, Mikael
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Florin Sädbom, Rebecka
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research. Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Bäcklund, Johan
    Utvärdering av kompetensbehovet hos förstelärare i Jönköpings län2015Report (Other academic)
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    fulltext
  • 26.
    Segolsson, Mikael
    et al.
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices.
    Hirsh, Åsa
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices.
    How skilled teachers enable success in their teaching with respect to inclusion and knowledge development: A qualitative study based on teachers’ experiences of successful teaching2019In: International Journal of Teaching and Education, E-ISSN 2336-2022, Vol. VII, no 2, p. 35-52Article in journal (Refereed)
    Abstract [en]

    The study answers the following question: What teaching practices do skilled teachers report as being key to enabling successful teaching with respect to inclusion and knowledge development? The participants in this study where 20 teachers, from 10 Swedish municipalities, who taught 16 to 18 year-old students. The study is based on interviews with (recognised) skilled teachers who possess the ability to include all of their students in everyday teaching practices in such a way that students are motivated to engage in knowledge development, based on their unique abilities. All of the participating teachers are in agreement that good knowledge of the subject being taught is foundational to such teaching, but other abilities are needed if teaching is to be successful. Based on phenomenological theory, this study identifies six themes which complement ‘good knowledge of the subject’. The themes relevant to teaching success are: (i) the active and systematic creation of relationships; (ii) demonstration that the teacher wants to be with the student, here and now; (iii) a continual striving to become a better teacher and demonstration of the same; (iv) a sharing of responsibility for learning with the students; (v) the creation of learning opportunities; (vi) the establishment of trust and a sense of security.

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    Full-text
  • 27.
    Segolsson, Mikael
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Hirsh, Åsa
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Bäcklund, Johan
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    The Flipped Classroom and Student Learning at Compulsory School in Sweden: A Longitudinal, Qualitative Study2017In: Journal of Education and Practice, ISSN 2222-1735, E-ISSN 2222-288X, Vol. 8, no 18, p. 77-86Article in journal (Refereed)
    Abstract [en]

    This article presents the results of a longitudinal study at an elementary school where teachers and students used the Flipped Classroom teaching methodology. Longitudinal studies of how the Flipped Classroom can support student learning are of importance because this methodology has become quite popular of late. Notwithstanding this, there is currently lack of broad and deep knowledge of its effects at the elementary school level. The research object is therefore important to study and longitudinal studies can provide us with important results, which can be used in teaching practices. Data was continually collected via observations and interviews with teachers and students over a period of three terms. The theoretical framework used in the study is ‘life-world phenomenology’, which entails that the point of departure for the study is the students and teachers’ living experiences of how the Flipped Classroom shows itself in the context of their school-life. A central issue with respect to the data collection was that the researchers were as unobtrusive as possible during their observations, so as to not affect normal school activities. This was done so as to understand the abilities that the students developed and how their way of working at school changed. The results show that the Flipped Classroom had a positive influence on the majority of students since they developed a sense of agency in their learning which was demonstrated by their taking the initiative as they progressed with their learning. Furthermore, they developed problem-solving skills and came to believe in their own potential for success. However, this teaching methodology did not suit every student, because it entailed change that was difficult for some of them to deal with. This was the case with students who needed a traditional structure to their teaching and who were more comfortable when the teacher was the central figure in the teaching process.

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  • 28. Segolsson, Mikael
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    Kilbrink, Nina
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    Ämnet teknik i grundskolan2009In: Ämnesdidaktiska brobyggen: Didaktiska perspektiv inom lärande och forskning / [ed] Schüllerqvist, Ullström & Ullström, Karlsatad: Karlstad University Studies , 2009Chapter in book (Other academic)
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    Lindh, Jörgen
    Jönköping University, Jönköping International Business School, JIBS, Business Informatics.
    Kilbrink, Nina
    Karlstads Universitet.
    Carlsson, Sten
    Karlstads universitet.
    Programmerbart konstruktionsmaterial i undervisningen: Slutrapport2003Report (Other academic)
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