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Strömberg Jämsvi, SusanneORCID iD iconorcid.org/0000-0002-1714-4727
Alternative names
Publications (10 of 22) Show all publications
Zhang, Y., Stöhr, C., Strömberg Jämsvi, S. & Kabo, J. (2023). Considering the Community of Inquiry Framework in Online Engineering Education: A Literature Review. Journal of Higher Education Theory and Practice, 23(6)
Open this publication in new window or tab >>Considering the Community of Inquiry Framework in Online Engineering Education: A Literature Review
2023 (English)In: Journal of Higher Education Theory and Practice, ISSN 2158-3595, Vol. 23, no 6Article, review/survey (Refereed) Published
Abstract [en]

The Community of Inquiry (CoI) framework has gained considerable attention as a theoretical and methodological means to understand and facilitate online learning experiences. Following calls for more studies investigating disciplinary differences and blended learning environments, this semi-systematic literature review summarizes and synthesizes CoI’s application in online engineering education, to provide a base for informed judgments about its potential for educational research and practice in this particular context. Based on 22 reviewed articles, we show that CoI is a promising framework not only as an evaluation tool for online and blended learning environments in engineering education but also for the design of online engineering courses that want to build their learning design on a collaborative constructivist view of learning. However, compared to the richness of the general literature on CoI and in other fields, the utilization of CoI in engineering education is still very new and appears to still be in a junior state. Accordingly, we suggest several directions for improvement and further research. 

Keywords
higher education, Community of Inquiry, CoI, engineering education, online learning, blended learning
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-29752 (URN)10.33423/jhetp.v23i6.5973 (DOI)2-s2.0-85156173715 (Scopus ID)
Available from: 2023-05-05 Created: 2023-05-05 Last updated: 2024-02-01Bibliographically approved
Strömberg Jämsvi, S. & Lindh, M. (2023). Creating peer learning spaces in distance education: the case of academic writing. In: : . Paper presented at 2023 SRHE International Research Conference. Higher Education Research, Practice, and Policy: Connections & Complexities, 4th December (online) and 6th – 8th December (in-person at Conference Aston in Birmingham, UK)..
Open this publication in new window or tab >>Creating peer learning spaces in distance education: the case of academic writing
2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In distance education, learning often takes place without collaboration with fellow students. Hence, distance students mostly need to study on their own. The aim of this study is to enhance the quality of distance students’ learning processes. An intervention was implemented where a peer-learning structure was tested targeting students’ development of academic writing. The intervention consisted of a structure for the creation of learning spaces to enable student-driven collaboration around scientific writing assignments. Theoretically, the study adopts a sociotechnical approach, consequently assuming that the peer learning spaces are social spaces. A sociocultural approach informs the orientation of the intervention, where learning occurs through collaboration and interaction in a specific context. Three aspects of the construction of the peer learning space have been identified: the structuring, the perception, and the experience of it. Going forward, structural as well as social dimensions of peer learning and learning spaces will be investigated.

National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-31144 (URN)
Conference
2023 SRHE International Research Conference. Higher Education Research, Practice, and Policy: Connections & Complexities, 4th December (online) and 6th – 8th December (in-person at Conference Aston in Birmingham, UK).
Available from: 2024-01-08 Created: 2024-01-08 Last updated: 2024-01-10
Mellén, J., Angervall, P., Strömberg Jämsvi, S. & Player-Koro, C. (2023). Nu brister bubblan i den svenska lärarutbildningen. Stockholm: Dagens Nyheter
Open this publication in new window or tab >>Nu brister bubblan i den svenska lärarutbildningen
2023 (Swedish)Other (Other (popular science, discussion, etc.))
Abstract [sv]

DN DEBATT 9/10.

Antalet studenter som vill bli lärare sjunker. Alla tycks vara överens om att det beror på dålig kvalitet på lärarutbildningarna. Men då missar man ett grundläggande faktum: det finns färre unga vuxna än för tio år sedan. De studenter vi så förtvivlat söker existerar inte, och nu hotas lärarutbildningarnas kvalitet på riktigt, skriver fyra experter på pedagogik.

Place, publisher, year, pages
Stockholm: Dagens Nyheter, 2023. p. 2
Keywords
Lärarutbildning, Studentantal
National Category
Educational Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-30624 (URN)
Available from: 2023-10-17 Created: 2023-10-17 Last updated: 2023-11-08Bibliographically approved
Zhang, Y., Stohr, C., Strömberg Jämsvi, S. & Kabo, J. (2022). Considering the Community of Inquiry Framework in Online Engineering Education. In: 2022 IEEE Frontiers in Education Conference (FIE): . Paper presented at 2022 IEEE Frontiers in Education Conference (FIE), Uppsala, Sweden, 08-11 October, 2022..
Open this publication in new window or tab >>Considering the Community of Inquiry Framework in Online Engineering Education
2022 (English)In: 2022 IEEE Frontiers in Education Conference (FIE), 2022Conference paper, Published paper (Refereed)
Abstract [en]

This Research Full Paper presents a semi-systematic literature review of the application of the Community of Inquiry (CoI) framework in online engineering education. In a generally undertheorized field, the CoI framework has gained considerable attention as a theoretical and methodological means to understand and facilitate learning experiences in online learning environments. However, despite excellent contributions in both these areas, there is a concern about the effect of the disciplinary context and there are calls for more studies investigating disciplinary differences and blended learning environments. We observe that no study to date has tried to summarize and synthesize CoI’s application in engineering education, making informed judgments about its potential for educational research and practice in this particular context difficult. This review aims to contribute to closing this gap. Based on the reviewed articles, we conclude that CoI is a promising framework not only as an evaluation tool for online and blended learning environments in engineering education, but also for the design of online engineering courses that want to build their learning design on a collaborative constructivist view of learning. Due to the relatively limited number of CoI-based studies in online engineering education, we conclude that more research of CoI is needed in the field, especially in specific learning contexts. Compared to the richness of the general literature on CoI and in other fields, the utilization of CoI in engineering education is still very new and appears to still be in a junior state. We suggest several directions for improvement and further research both in order to foster CoI’s theoretical development as well as to provide practical guidance for the design of engineering specific learning environments based on reliable and valid research.

Keywords
Community of Inquiry, CoI, engineering education, online learning, blended learning
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-29177 (URN)10.1109/fie56618.2022.9962591 (DOI)2-s2.0-85143771192 (Scopus ID)
Conference
2022 IEEE Frontiers in Education Conference (FIE), Uppsala, Sweden, 08-11 October, 2022.
Available from: 2023-01-03 Created: 2023-01-03 Last updated: 2024-02-01Bibliographically approved
Eriksson, A.-M., Strömberg Jämsvi, S. & Apelgren, B.-M. (2021). Epilogue: The Intricate Weave of Language Policy and Practice. In: Language Matters in Higher Education Contexts: Policy and Practice (pp. 169-176). Leiden: Brill Academic Publishers
Open this publication in new window or tab >>Epilogue: The Intricate Weave of Language Policy and Practice
2021 (English)In: Language Matters in Higher Education Contexts: Policy and Practice, Leiden: Brill Academic Publishers, 2021, p. 169-176Chapter in book (Refereed)
Place, publisher, year, edition, pages
Leiden: Brill Academic Publishers, 2021
Series
Critical Issues in the Future of Learning and Teaching ; 22
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-27043 (URN)978-90-04-50792-0 (ISBN)978-90-04-50791-3 (ISBN)
Available from: 2021-12-16 Created: 2021-12-16 Last updated: 2021-12-16Bibliographically approved
Apelgren, B.-M., Eriksson, A.-M. & Strömberg Jämsvi, S. (2021). Introduction: Language Matters in European Higher Education. In: Language Matters in Higher Education Contexts: Policy and Practice (pp. 1-15). Leiden: Brill Academic Publishers
Open this publication in new window or tab >>Introduction: Language Matters in European Higher Education
2021 (English)In: Language Matters in Higher Education Contexts: Policy and Practice, Leiden: Brill Academic Publishers, 2021, p. 1-15Chapter in book (Refereed)
Place, publisher, year, edition, pages
Leiden: Brill Academic Publishers, 2021
Series
Critical Issues in the Future of Learning and Teaching ; 22
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-27042 (URN)978-90-04-50792-0 (ISBN)978-90-04-50791-3 (ISBN)
Available from: 2021-12-16 Created: 2021-12-16 Last updated: 2021-12-16Bibliographically approved
Apelgren, B.-M., Eriksson, A.-M. & Strömberg Jämsvi, S. (Eds.). (2021). Language Matters in Higher Education Contexts: Policy and Practice. Leiden: Brill Academic Publishers
Open this publication in new window or tab >>Language Matters in Higher Education Contexts: Policy and Practice
2021 (English)Collection (editor) (Refereed)
Abstract [en]

This book highlights that language matters permeate all areas of higher education and that language matters for everyone involved in academic institutions: in policy, in teaching and learning, in administration, in research and in leadership. The chapters in this volume address national, institutional and local levels, and range from legal texts to students’ and teachers’ stories across disciplines. It provides a useful picture for all those who work in the various fields of higher education. 

Place, publisher, year, edition, pages
Leiden: Brill Academic Publishers, 2021
Series
Critical Issues in the Future of Learning and Teaching, ISSN 2542-8721 ; 22
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-27040 (URN)978-90-04-50792-0 (ISBN)978-90-04-50791-3 (ISBN)
Available from: 2021-12-16 Created: 2021-12-16 Last updated: 2021-12-16Bibliographically approved
Strömberg Jämsvi, S. (2021). Legitimising Language Choice: Website communication and language policy at Swedish universities. In: Language Matters in Higher Education Contexts: Policy and Practice (pp. 91-111). Leiden: Brill Academic Publishers
Open this publication in new window or tab >>Legitimising Language Choice: Website communication and language policy at Swedish universities
2021 (English)In: Language Matters in Higher Education Contexts: Policy and Practice, Leiden: Brill Academic Publishers, 2021, p. 91-111Chapter in book (Refereed)
Place, publisher, year, edition, pages
Leiden: Brill Academic Publishers, 2021
Series
Critical Issues in the Future of Learning and Teaching, ISSN 2542-8721 ; 22
National Category
Political Science Social Sciences Interdisciplinary
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-27041 (URN)978-90-04-50792-0 (ISBN)978-90-04-50791-3 (ISBN)
Available from: 2021-12-16 Created: 2021-12-16 Last updated: 2021-12-16Bibliographically approved
Lindh, M., Wennergren, A.-C., Messina Dahlberg, G. & Strömberg Jämsvi, S. (2021). Lärstrukturer i distanstudier. In: Levinsson, M., Langelotz, L. & Löfstedt, M. (Ed.), Didaktisk dialog i högre utbildning: (pp. 145-162). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Lärstrukturer i distanstudier
2021 (Swedish)In: Didaktisk dialog i högre utbildning / [ed] Levinsson, M., Langelotz, L. & Löfstedt, M., Lund: Studentlitteratur AB, 2021, p. 145-162Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2021
National Category
Pedagogy
Research subject
Teacher Education and Education Work; Library and Information Science
Identifiers
urn:nbn:se:hb:diva-26540 (URN)9789144139029 (ISBN)
Available from: 2021-09-29 Created: 2021-09-29 Last updated: 2022-01-14Bibliographically approved
Strömberg Jämsvi, S. (2019). Unpacking dominant discourses in higher education language policy: A critical study of language policy in Swedish higher education. (Doctoral dissertation). Göteborg: Göteborgs universitet
Open this publication in new window or tab >>Unpacking dominant discourses in higher education language policy: A critical study of language policy in Swedish higher education
2019 (English)Doctoral thesis, monograph (Other academic)
Abstract [en]

The overall purpose of the thesis is to investigate dominant discourses operating in the changing of HE concerning questions of language policy. It has been studied at a national level, analysing reports and government bills, and at an institutional level, analysing university language policy, taking Sweden as an example. The research questions address language ideals and language competences. The analyses reveal that discourse strands of economy/market, inclusion and success operate, often entangled with each other in discursive knots, in construing what and how languages are valued, and what kind of language competences academics and students need. An overall finding suggests that economic reasons and market values have become more and more salient in construing ‘language’, concurrently defining participation and prosperity. The findings show that it is primarily Swedish and English, i.e. as parallel languages, that are construed as language ideals. Swedish, as the national language, is constructed as essential for protective and democratic reasons. Academics are construed as protectors of Swedish scientific terminology and as facilitators of Swedish scientific learning. English, as the international language, is at present constructed as essential, or inevitable, for the interests of a liberalised research and educational market. However, the findings suggest a transformation from the 1970s when English was construed as important for reasons of solidarity and worldwide responsibility. English as an obvious and natural foreign language in Sweden is construed for professional, rational and participatory reasons. Multilingualism, beyond Swedish-English bilingualism, is not valued in HE in the 2000s, nor are minority languages or immigrant languages acknowledged in relation to HE. Instead of recognising the potential linguistic repertoire of multilingual students and academics, the findings indicate that perspectives of deficiency prevail. Transnational students and academics are construed as English proficient, and only as English proficient. English-language students are construed as important for universities. Market values and market forces incorporate success for students, but also for universities through these students. The constructs of language ideals and competences in language policy of Swedish universities are interdiscursively connected to the national level. A parallel Swedish-English language ideal construes Swedish as principle and English as more relevant as educational levels get higher. Ideas of linguistic progress for students and of subject-lecturers as language teachers are prevalent. The Swedish language ideal is to a large extent construed in relation to the plain language movement. Commodifying processes operate in the construals of language by externalising language from people, construing it as an added value, an instrument or a technical matter. Finally, the educational implications of the findings are discussed in relation to academic work.

Place, publisher, year, edition, pages
Göteborg: Göteborgs universitet, 2019. p. 239
Series
Acta Universitatis Gothoburgensis, ISSN 0436-1121 ; 429
Keywords
higher education, language policy, internationalisation, critical discourse analysis, systemic functional grammar, Swedish, English, language
National Category
Pedagogical Work
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-22668 (URN)978-91-7346-502-1 (ISBN)978-91-7346-503-8 (ISBN)
Public defence
2019-09-27, C203, 13:00 (English)
Available from: 2020-01-24 Created: 2020-01-24 Last updated: 2021-12-20Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-1714-4727

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