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Strömberg Jämsvi, SusanneORCID iD iconorcid.org/0000-0002-1714-4727
Alternative names
Publications (10 of 26) Show all publications
Strömberg Jämsvi, S., Holmgren, P. & Angervall, P. (Eds.). (2024). Anniversary Issue. Journal of Praxis in Higher Education, Vol. 6 No. 5 (2024). Högskolan i Borås
Open this publication in new window or tab >>Anniversary Issue. Journal of Praxis in Higher Education, Vol. 6 No. 5 (2024)
2024 (English)Conference proceedings (editor) (Refereed)
Place, publisher, year, edition, pages
Högskolan i Borås, 2024. p. 163
National Category
Educational Sciences
Identifiers
urn:nbn:se:hb:diva-32978 (URN)10.47989/kpdc.vol6.5.2024 (DOI)
Available from: 2024-12-20 Created: 2024-12-20 Last updated: 2025-01-13Bibliographically approved
Hayvon, J. C., Cordeiro, V. J., Dunhamn, J., Strömberg Jämsvi, S., Stainbrook, J. & Singhal, N. (2024). Equality in higher education opportunities: Practitioners’ perspectives from global, rural, post-colonial disability. Journal of Praxis in Higher Education, 6(4), 30-47
Open this publication in new window or tab >>Equality in higher education opportunities: Practitioners’ perspectives from global, rural, post-colonial disability
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2024 (English)In: Journal of Praxis in Higher Education, E-ISSN 2003-3605, Vol. 6, no 4, p. 30-47Article in journal (Refereed) Published
Abstract [en]

This paper gathers practitioner perspectives on tuition-free online courses and their potential to improve equality in higher education. Through an intersectional lens of race, gender, income, and indigeneity, this paper focuses on the experience of people living with disabilities (PLWD) as a further marginalized sub-population within diverse marginalized populations. Of note, disability-knowledge held by PLWD and by their family members can position them as sensitive and effective healthcare or disability-care providers. At the same time, society often does not grant an easy pathway to this education and licensure. The existing landscape of massive open online courses (MOOCs) may present tuition-free learning, but accreditation can rest upon payment and other complex structures. Even after PLWDs gather financial resources for official accreditation, prospective employers have the autonomy to determine whether this learning is valid. In a global context, low-income families may experience internal competition for financing between PLWD and non-disabled siblings. Securing a future in which payment models and disability-needs are accommodated for in MOOCs can alter multiple life trajectories in the families of PLWD and ensure that the intersectionally marginalized may equally benefit from open education. 

Keywords
disability, poverty, intersectional inequalities, digital technology, practitioner perspectives
National Category
Educational Sciences Economics and Business Sociology
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-32208 (URN)10.47989/kpdc518 (DOI)
Available from: 2024-07-01 Created: 2024-07-01 Last updated: 2024-08-09Bibliographically approved
Angervall, P., Strömberg Jämsvi, S. & Holmgren, P. (Eds.). (2024). Journal of Praxis in Higher Education (JPHE). Borås: Petra Angervall
Open this publication in new window or tab >>Journal of Praxis in Higher Education (JPHE)
2024 (English)Conference proceedings (editor) (Refereed)
Place, publisher, year, edition, pages
Borås: Petra Angervall, 2024. p. 119
Series
Journal of Praxis in Higher Education, ISSN 2003-3605
Keywords
Higher education research, academic work, praxis, practice.
National Category
Social Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-32824 (URN)10.47989/kpdc.vol6.4.2024 (DOI)
Available from: 2024-11-19 Created: 2024-11-19 Last updated: 2024-11-27Bibliographically approved
Strömberg Jämsvi, S., Holmgren, P. & Angervall, P. (Eds.). (2024). Journal of Praxis in Higher Education, Vol. 6 No. 4 (2024). Högskolan i Borås
Open this publication in new window or tab >>Journal of Praxis in Higher Education, Vol. 6 No. 4 (2024)
2024 (English)Conference proceedings (editor) (Refereed)
Place, publisher, year, edition, pages
Högskolan i Borås, 2024. p. 119
National Category
Social Sciences Educational Sciences
Identifiers
urn:nbn:se:hb:diva-32130 (URN)10.47989/kpdc.vol6.4.2024 (DOI)
Available from: 2024-06-27 Created: 2024-06-27 Last updated: 2025-01-16Bibliographically approved
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. Dagens Nyheter
Open this publication in new window or tab >>Nu brister bubblan i den svenska lärarutbildningen
2023 (Swedish)In: Dagens Nyheter, , p. 2Article in journal, News item (Other (popular science, discussion, etc.)) Published
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, edition, 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: 2025-01-16Bibliographically 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
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-1714-4727

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