When students and teachers' expectations of media use collide
DOI:
https://doi.org/10.7146/lom.v12i22.116223Keywords:
Medier, teknologi, høyere utdanning, undervisning, studiearbeid, læring.Abstract
The article examines how students use and relate to the media and technology that they are expected to use in teaching and in their own study work. The focus is on what many describe as a gap between the teachers 'learning-intensive use of media and the students' media practices. The article is based on group interviews and activity logs in the University College's learning management system, as well as a survey. In the analysis, framework theory and system theory are used to understand how students interpret, or frame, media practices in teaching and study work. The article contributes with empirically based knowledge that is important if we want to understand how individual interpretations have an impact on engagement and participation in digital activities. The results show that it cannot be taken for granted that today's students master the use of technology as expected of them in higher education. The results also show that both students and professionals can benefit from becoming aware of how individual interpretations have an impact on how to engage in various media practices, not least in light of wishes for student activating teaching.
Downloads
References
Adalberon, E. & Säljö, R. (2015). Informal use of social media in higher education. A case study of Facebook groups. Nordic journal of digital literacy, 12(4), 114–128. doi: 10.18261/ISSN.1891-943X-2017-04-02
Adams Becker, S., Cummins, M., Davis, A., Freeman, A., Hall Giesinger, C. & Ananthanarayanan, V. (2017). NMC Horizon Report: 2017 Higher Education Edition. Austin, Texas: The New Media Consortium.
Bjørgen, A. M. & Erstad, O. (2014). The connected child: tracing digital literacy from school to leisure. Pedagogies: An International Journal, 10(2), 113-127, doi: 10.1080/1554480X.2014.977290
Bolter, J.D. & Grusin, R. (2001). Remediation: understanding new media. Cambridge, Mass: MIT Press.
Boyd, D. (2007). Why youth ♥ social network sites: The role of networked publics in teenage social life. D. Buckingham (Ed.), Youth, identity, and digital media (s. 119-142). Cambridge, MA: The MIT Press.
Brox, H. (2017). What`s in a wiki? Issues of agency in light of student teachers’ encounters with wiki technology. Nordic Journal of Digital Literacy, 2(4) 129-142. DOI: 10.18261/ISSN.1891-943X-2017-04-03
Buckingham, D. (2006). Is there a digital generation? D. Buckingham (Ed.), Digital generations: Children, young people, and new media (pp. 1-14). Mahwah, N.J.: Lawrence Erlbaum.
Burnett, C. (2015). Investigating children's interactions around digital texts in classrooms: how are these framed and what counts?. Education, 3-13, 43(2), 197-208. doi: 10.1080/03004279.2013.800576
Drange, E-M.D. & Birkeland, R. (2016). E. S. Tønnessen, N.R. Birkeland, E-M.D. Drange, G. Kvåle, G-R. Rambø, & M. Vollan (red.). Hva gjør lærerstudenter når de studerer? Lesing, skriving og multimodale tekster i norsk grunnskolelærerutdanning. (s. 53-70). Oslo: Universitetsforlaget.
Fossland, T. (2015). Digitale læringsformer i høyere utdanning. Universitetsforlaget. ISBN 9788215023632.
Fritze, Y. (2005). Mediet gør en forskel. En komparativ undersøgelse af kommunikation i nærundervisning og fjernundervisning. [Doktorgradsavhandling]. Syddansk Universitet, Odense.
Fritze, Y., Haugsbakk, G. & Nordkvelle Y.T. (2017). Digitale forstyrrelser i skolen - erfaringer med begrensninger av elevers mobilbruk. Norsk pedagogisk tidsskrift, 101(3), 201-212.
Goffman, E. (1986). Frame analysis: An essay on the organization of experience. Boston: Northeastern University Press.
Gourlay, L. (2014). Creating Time: Students, Technologies and Temporal Practices in Higher Education. E-learning & Digital Media, 11(2), 141–153.
Haugsbakk, G. (2010) Digital skole på sviktende grunn – om nye muligheter og dilemmaer. Oslo: Gyldendal Akademisk.
Haugsbakk, G., & Nordkvelle, Y. (2013). Den motvillige teknologen og læringssamfunnet. P. Arbo, T. Bull & Å. Danielsen (red.), Utdanningssamfunnet og livslang læring. Festskrift til Gunnar Grepperud (s. 113–138). Oslo: Gyldendal Akademisk.
Hui, D. (2018). Learning from New Literacies. The Changing Face of College English Among English Major ELL Learners. Nordic journal of digital literacy, 13(2) 71–93. doi: 10.18261/ISSN.1891-943X-2018-02-02
Ito, M., Baumer, S., Bittanti, M., boyd, d., Cody, R., Herr-Stephenson, B., Horst, H., Lange, P.G. Mahendran, D., Martínez, K.Z., Pascoe, C. J., Perkel, D., Robinson, L., Sims, C. Tripp. L. (2010). Hanging out, messing around, and geeking out: Kids living and learning with new media. Cambridge, Mass.: The MIT Press.
Johannessen, M., Øgrim, L., & Giæver, T. (2014). Notion in motion: Teacher’s digital competence. Nordic Journal of Digital Literacy, 9(4), 300–312.
Kvale S, Brinkmann S, Anderssen TM, Rygge J. (2015). Det kvalitative forskningsintervju. 3. utg., 2. oppl. ed. Oslo: Gyldendal akademisk.
Krumsvik, R. J. (2016). Digitale paradoks og undervisningskvalitet: epilog. R. J. Krumsvik (red.) Digital læring i skole og lærerutdanning. Oslo: Universitetsforlaget.
Lankshear, C., & Knobel, M. (2006). New literacies: Everyday practices and classroom learning. Maidenhead: Open University Press.
Lantz-Andersson, A. (2016). Embracing social media for educational linguistic activities. Nordic journal of digital literacy, 11(1) 50–77. doi: 10.18261/issn.1891-943x- 2016-01-03
Luhmann, N. (2000). Sociale systemer – grundrids til en almen teori. København: Hans Reitzels forlag.
Luhmann, N. (2006). Samfundets uddannelsessystem. København: Hans Reitzels forlag.
Moll, R, Nielsen, W. & Linder, C. (2015). Physics students' social media learning behaviours and connectedness. International Journal of Digital Literacy and Digital Competence, 6(2), s. 16-35. doi: 10.4018/IJDLDC.2015040102
Postholm. M.B. (2005). Kvalitativ metode: en innføring med fokus på fenomenologi, etnografi og kasusstudier. Oslo: Universitetsforlaget.
Rasmussen, T. (2003): Luhmann. Kommunikasjon, medier, samfunn. Bergen: Fagbokforlaget.
Säljö, R. (2010). Digital tools and challenges to institutional traditions of learning: Technologies, social memory and the performative nature of learning. Journal of Computer Assisted Learning, 26(1), 53-64. doi: 10.1111/j.1365-2729.2009.00341.x
Selwyn, N. (2009) Faceworking: exploring students' education‐related use of Facebook. Learning, Media and Technology, 34(2), 157-174. doi: 10.1080/17439880902923622
Selwyn, N. (2016). Digital downsides: exploring university students’ negative engagements with digital technology. Teaching in Higher Education, 21(8), 1006-1021. doi: 10.1080/13562517.2016.1213229
Tjora, A.H. (2017). Kvalitative forskningsmetoder i praksis. Oslo: Gyldendal Akademisk.
Tømte, C.E. & Olsen, D.S. (2013). IKT og læring i høyere utdanning: kvalitativ undersøkelse om hvordan IKT påvirker i høyere utdanning. Oslo: Nifu.
Tønnessen, E.S., (2016). Oppsummering, drøfting og nye utfordringer. E.S. Tønnessen, N.R. Birkeland, E-M. D. Drange, G. Kvåle, G-R. Rambø, & M. Vollan (2016). Hva gjør lærerstudenter når de studerer? Lesing, skriving og multimodale tekster i norsk grunnskolelærerutdanning. Oslo: Universitetsforlaget, s. 240-252.
Wertsch, J. V. (1998). Mind as action. New York: Oxford University Press.
Ørnes, H., Gaard, H., Refsnes, S.I., Kristiansen, T. og Wilhelmsen, J. (2015). Digital tilstand i høyere utdanning 2014. Norgesuniversitetets IKT-monitor. Norgesuniversitetets skriftserie 1/2011. Tromsø: Norgesuniversitetet.
Downloads
Published
How to Cite
Issue
Section
License
Articles published in the Journal of Learning and Media are licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 Unported Licens.
Authors retain copyright and grant the journal right of first publication; simultaneously articles are licensend under the Creative Commons Attribution license: Attribution-NonCommercial-NoDerviatives (by-nc-nd). Read about this license at https://creativecommons.org/licenses/by-nc-nd/3.0/
---
At LOM.dk, you will also find articles from the discontinued Journal for the Continuing and Further Education of the Danish Universities (UNEV). Note that special rules apply to UNEV articles:
It is the authors and any other copyright holder who have the copyright of articles published under the auspices of UNEV, and access to the articles is contingent on users acknowledging and complying with the associated legal guidelines:
- Users may download and print one copy of any UNEV publication for private studies or research.
- The redistribution of articles or the use of these for revenue-funded activities or commercial purposes are not allowed.
- It is not allowed to distribute the URLs of UNEV articles.
