Generalizations 30# Thomasen, I. N., Lorenzen, H., & Johnsen, S. (2019)

At the current stage this project is about finding statistical generalizations in qualitative, danish educational research. That is to check my assumption that there is a tendency to make statistical generalizations on the basis of observations which cannot support such generalizations.

I will be posting excerpts from all those studies which to me seem problematic. This post is part of that and this is a link to the first post in the line.

Thomasen, I. N., Lorenzen, H., & Johnsen, S. (2019)

Reference:

Thomasen, I. N., Lorenzen, H., & Johnsen, S. (2019). Gruppebaserede læringsrum - rummer de læring? Studerendes oplevelser af tre forskellige læringsrum. Dansk Universitetspædagogisk Tidsskrift, 14(27), 155–176. https://doi.org/10.7146/dut.v14i27.112641

 

Abstract:

Gruppebaserede læringsrum er karakteriseret ved stor variation i design og aktiviteter, hvilket kan give anledning til uensartet forståelse af rummene.  Vi undersøger, hvordan studerende oplever tre læringsrum samt deres betydning for læringsudbyttet. Samtidig undersøges en konkret model; Group Learning Activity Instructional Design Model (GLAID-modellen) som analyseredskab ved design og evaluering af gruppebaserede læringsrum.

Studenterevalueringer samt fokusgruppeinterviews, vedrørende læringsrummene Workshop, Digital Arbejdsportfolio og Opsamling, analyseres og diskuteres under inddragelse af teori om gruppebaseret læring og design af gruppebaserede lærings-aktiviteter.

Overordnet set oplever de studerende de gruppebaserede læringsrum som væsentlige for deres læringsudbytte. Samtidigt ses, at ikke alle studerende anvender rummene som intenderet. GLAID-modellen guider til fokus på aktuelle design-komponenter.

De planlagte læringsrum understøtter potentielt forskellige dele af læreprocessen, men vi når ikke altid i mål med vores intentioner. Facilitering samt tydeliggørelse af intentionen med læringsrummene skal styrkes. GLAID-modellen bidrager til skærpet opmærksomhed og struktureret refleksion og vurderes relevant på flere uddannelsesniveauer.

 

Testable hypothesis?:

Nej: "Hvordan  oplever  studerende  ved  Bioanalytikeruddannelsen de  gruppebaserede  lærings-rum og deres betydning for læringsudbyttet?"

"I hvilken grad kan GLAID-modellen bidrage som design- og analyseredskab til at identifice-re didaktiske uhensigtsmæssigheder ved gruppebaserede læringsrum?"

s156"

 

Method/materials:

"E17 64% (33 af 52 studerende) F18 43% (22 af 51 studerende) E18 90% (35 af 39 studerende)"

"Der er afholdt to fokusgruppeinterviews. Henholdsvis 9 og 10 studerende blev via e-mail inviteret til at deltage, og blev samtidig gjort opmærksom på, at det var frivilligt, om de ville deltage. Fem studerende pr. gruppe deltog (tabel 2)" s162

 

Statistical generalizations:

1) "Det  er  derfor  en  nærliggende  antagelse,  at  in-teraktionen fremmes, hvis opgavernes karakter i WS har større fokus på “ægte gruppeaktivite-ter” (De Hei et al., 2016) med problemorientering frem for stoforientering, og hvis strukturenfor  WS  i  højere  grad  fordrer,  at  der  bidrages  med  interafhængig  viden  til  en  fælles  opgave-løsning  (Deiglmayr,  2010). " s173

 

2) "Ved design og implemente-ring  af  gruppebaserede  læringsrum  bør  der  være  særligt  fokus  på  tydeliggørelse  af  mål  og  intentioner  for  både  studerende  og  undervisergruppen.  Endelig  er  det  centralt,  at  menings-fulde  gruppebaserede  læringsrum  faciliteres,  så  de  studerende  oplever  positive,  interaf-hængige  interaktioner,  der  fører  dem,  motiverede  gennem  læringsprocessen. " s174

Comments:

I have flagged this study for generalizations of type 4 and 5 (see typology).

 

(Rest in danish in order to avoid the extra work of having to translate quotes - i might on request)

Første uddrag antager, omend i nogenlunde forsigtige termer ("nærliggende antagelse"), foreslår fremmelsen af en interaktion såfremt opgaverne i WS (work shop-læringsrum) har større fokus på "ægte gruppeaktiviteter". Der er således tale om en statistisk generalisering idet at antagelsen indebærer at dette er tilfældet i fremtidige kontekster hvor opgaverne rent faktisk har omtalte fokus (type 4).

Andet uddrag er en liste af bud vedrørende implementeringen af det lærte. Implikationen værende at studiet underbygger en viden om at disse bud vil øge respektive effekter i fremtidige applikationer. Altså, en implicit statistisk generalisering (type 5).

Generalizations 29# Simonsen, K. B., & Wichmann-Hansen, G. (2019)

At the current stage this project is about finding statistical generalizations in qualitative, danish educational research. That is to check my assumption that there is a tendency to make statistical generalizations on the basis of observations which cannot support such generalizations.

I will be posting excerpts from all those studies which to me seem problematic. This post is part of that and this is a link to the first post in the line.

Simonsen, K. B., & Wichmann-Hansen, G. (2019)

Reference:

Simonsen, K. B., & Wichmann-Hansen, G. (2019). Udvikling af studerendes selvstændighed: Stilladsering i bachelorvejledning. Dansk Universitetspædagogisk Tidsskrift, 14(27), 136–154. https://doi.org/10.7146/dut.v14i27.111028

 

Abstract:

I denne artikel undersøger vi hvordan studerendes selvstændighed kan opøves i

forbindelse med opgaveskrivning. Vi tager afsæt i en teoretisk skelnen mellem

selvstændighed i processen og i produktet og argumenterer for, at sidstnævnte kan og bør trænes undervejs i et opgaveforløb, så de studerende gradvist opnår øget

sikkerhed i videnskabelige formidling. Datagrundlaget er en empirisk case, der indeholder dels en redegørelse for et konkret bacheloropgaveforløb på en samfundsvidenskabelig uddannelse, dels en analyse af forløbets resultater i form af skriftlige evalueringsdata, karakterdata og vejlederens egne observationer. Analysen viser, at vejledere kan fremme progression i studerendes selvstændighed gennem stilladsering, dvs. ved tidligt, gradvist og systematisk at indarbejde forskellige støttende aktiviteter som skriveøvelser, peer-feedback og kollektiv vejledning. Samlet skærper aktiviteterne de studerendes blik på videnskabelige genrekrav og afmonterer dermed meget af den usikkerhed, som de kan have omkring produktkravene til en selvstændig opgave. Resultatet er større mod på opgaveprocessen og højere kvalitet i de endelige produkter.

 

Testable hypothesis?:

Nej: "Hvordan  kan  studerendes  selvstændighed  opøves  i  undervisnings-  og  vejledningsforløb,  der retter sig mod skrivning af større skriftlige opgaver? " s137

 

Method/materials:

"Skriftlige, anonyme evalueringsdata indsamlet online, efter de studerende havde afsluttet forløbet (antal besvarelser: 18, svarprocent: 86). Disse evalueringsdata består for det før-ste af de studerendes svar på 12 lukkede spørgsmål om vurderinger af undervisnings- og vejledningsforløbet  (angivet  på  en  skala  fra  1-5,  hvor  1  angiver  ”helt  uenig”  og  5  ”helt  enig”).  Vi  sammenligner  disse  resultater  med  evalueringsdata  fra  årgangen  af  bachelor-studerende  (antal  besvarelser:  130,  svarprocent:  63)  og  angiver  om  eventuelle  forskelle  i  evalueringsresultaterne er statistisk signifikante (via. tosidet t-test med 95 % konfidensin-terval)." 

"For det andet de studerendes skriftlige svar på to åbne evalueringsspørgsmål, henholds-vis om hvilke dele af forløbet der ”i særlig grad har været en hjælp til at lære stoffet”, hen-holdsvis om de har forslag til forbedringer/har savnet noget. "

s140

"Karaktergennemsnit for de afleverede opgaver fra studerende på det omtalte forløb (19 i alt)  sammenlignet  med  karaktergennemsnittet  for  resten  af  årgangens  bacheloropgaver  (179 i alt). Også her undersøger vi, om en eventuel forskel er statistisk signifikant." s141

 

Statistical generalizations:

1) "For  det  første  vil  vi  understrege  vigtigheden  af,  at  undervisere  og  vejledere  anerkender,  at  selvstændighed  ikke  er noget, de studerende selv må finde ud af at udvikle. Selvstændig formidling i videnskabeli-ge tekster er en kompetence, som kan og skal læres, lige såvel som de studerende skal lære om teori og metode. Derfor bør selvstændighed sættes i scene og præsenteres af undervise-re/vejledere som noget, studerende kan demonstrere i deres produkt, og der bør være mu-lighed  for,  at  de  studerende  kan  øve  denne  kompetence  og  få  feedback  i  strukturerede  rammer." s151 

N: Four more examples.

Comments:

I have flagged this study for generalizations of type 5 (see typology).

 

(Rest in danish in order to avoid the extra work of having to translate quotes - i might on request)

Først og fremmest er selvstændighed ikke et construct der på nogen måde er blevet valideret og det ville selvfølgelig give mening at samle viden om hvorvidt det overhovedet giver mening at snakke om selvstændighed i videnskabelig forstand, før man laver et studie som er fuldstændigt afhængig af at det findes og kan udvikles.

Uddraget er et eksempel på en type 5 generalisering fordi det igennem opremsningen af etiske bud, implicit antages at den empiriske begrundelse for sådanne bud er givet i studiet og derigennem generaliserbar. Der er tale om en statistisk generalisering fordi bud altid gives med det formål at have en uniform effekt når de appliceres i fremtidige kontekster. 

Generalizations 28# Niclasen, janni, & Strøbæk, P. (2019)

At the current stage this project is about finding statistical generalizations in qualitative, danish educational research. That is to check my assumption that there is a tendency to make statistical generalizations on the basis of observations which cannot support such generalizations.

I will be posting excerpts from all those studies which to me seem problematic. This post is part of that and this is a link to the first post in the line.

Niclasen, janni, & Strøbæk, P. (2019)

Reference:

Niclasen, janni, & Strøbæk, P. (2019). Group versus individual supervision of university students: a qualitative study. Dansk Universitetspædagogisk Tidsskrift, 14(27), 118–135. https://doi.org/10.7146/dut.v14i27.109618

 

Abstract:

Background: Studies investigating strengths and limitations of group and individual supervision of university students are sparse. The aims of the present study were to investigate advantages and disadvantages of group and individual supervision, and to identify specific situations under which these two forms of supervision are particularly suitable.

Method: A qualitative study comparing a combined group/individual supervision

model with a complete group supervision model among third-year Bachelor psychology students.

Results: Group and individual supervision contribute differently to the supervision process. Group supervision is preferred in the beginning of the supervision process when close ties between the group members are yet to be established and there is a process-oriented focus in the actual supervision. Individual supervision is more

profitable at the end of the supervision course when content-focused supervision is needed.

Discussion: Each supervisory model contributes differently to supervision. Based on the data from present study, a combined group/ individual supervision model is recommended.

 

Testable hypothesis?:

Nej: "The  primary  aim  of  the  present  study  was  to  investigate  the  advantages  and  limitations  of  individual  and  group  supervision,  respectively.  The  second  aim  was  to  identify  under  which  circumstances   individual   and   groups   supervision   are   appropriate. " s121

 

Method/materials:

"This qualitative study consists of two types of qualitative data that were collected for the pre-sent study; individual qualitative interviews and task-based focus-group interviews. The indi-vidual  interviews  were  approximately  one  hour  in  duration,  whereas  the  task-based  focus-groups  were  scheduled  to  last  for  a  maximum  of  two  hours.  The  individual  interviews  were  included  to  investigate  students’  individual  viewpoints  and  perspectives.  Four  individual  in-terviews  were  conducted,  two  from  each  of  the  Bachelor  classes.  Each  of  the  two  focus-groups  consisted  of  three  interview  persons  (Table  1).  The  task-based  focus-groups  were  included  as  part  of  the  study  design  to  activate  more  voices  and  to  shed  light  on  potential  agreements  and  disagreements  that  may  emerge  through  the  dialogues  between  the  stu-dents when they collectively were to discuss and solve the tasks within the groups (Litosseliti, 2003; Morgan, 1996). In order to secure the students’ anonymity and receive honest answers from  them,  we  interviewed  the  students  from  each  other’s  classes.  As  the  interviews  and  analyses  were  carried  out  in  Danish  the  quotes  applied  in  this  article  were  translated  by  a  bilingual native English speaking scholar." s123

 

Statistical generalizations:

1) "On  the  basis  of  the  qualitative  analysis  it  is  concluded  that  there  are  advantages  and  disadvantages  to  both  types  of  supervision,  and  furthermore    that    the    two    types    are    appropriate    under    particular    situations    and        circumstances. The  advantages  of  individual  supervision  include  more  expert  supervision  from  the  supervisor,  time  allocated  only  to  one’s  own  dissertation,  and  then  individual    supervision  is  considered  to  be  emotionally  safe.  In  group  supervision  the  advantages    include  social  support  from  the  peers,  supervision  and  feedback from more than just the supervisor, inspiration from the peers, and feelings of having a reference group to which one can  compare  oneself.  On  the  negative  side,  individual  supervision  lacks  social  support,  peer  inspiration and having a reference group. For group supervision the negative aspects include that it is time-consuming and that the students call for individual time with the supervisor." s130

2) "As  in  the  study  conducted  by  Dysthe  et  al.  (2006),  individual  supervision    creates the opportunity to ask very specific questions and ask for specific advice. This finding is supported and elaborated upon in the present study." s131

 

3) "On the basis of the above analyses, we tentatively recommend that supervisors offer a mixed group/  individual  course  of  supervision.  Group  supervision  seem  to  be  suitable  in  the    beginning of the supervisory course, when the group dynamic is being established and when the supervision is more focused on the structure and process of the dissertation. Additional-ly,  the  students  do  not  feel  the  same  time  pressure  at  the  beginning  of  the  supervisory  course" s131

Comments:

I have flagged this study for generalizations of type 3, 4 and 5 (see typology).

 

In the first quote a variety of positive and negative attributes are ascribed to the two forms of supervision. The authors safeguard the overproximity of their statements by making them as vaguely relevant to common sense as the evidence that they have produced is to the reality they want to describe. Nonetheless the attributes ascribed to the two forms of supervision, are an example of statistical generalization. Despite the vague delivery it is to be assumed that the attributes mentioned are more likely to be relevant in the future, whenever someone considers or applies one of the two forms of supervision (type 4). 

In the second quote a reference to another study, which is not directly comparable, is used to solidify the findings of the present study. The implication being that the two studies combined, have greater explanatory power with regards to some attribute of individual supervision (type 3).

In the third quote suggestions are made for future behavior (implementation), implying that the findings of the present study hold true when relevant/similar aspects are repeated by other people in other contexts (type 5). 

Generalizations 27# Møller, C. H., & Bonde, J. (2019)

At the current stage this project is about finding statistical generalizations in qualitative, danish educational research. That is to check my assumption that there is a tendency to make statistical generalizations on the basis of observations which cannot support such generalizations.

I will be posting excerpts from all those studies which to me seem problematic. This post is part of that and this is a link to the first post in the line.

Møller, C. H., & Bonde, J. (2019)

Reference:

Møller, C. H., & Bonde, J. (2019). Rumlig organisering for læring: Arkitektstuderendes oplevelser af en tegnesal til 180 personer. Dansk Universitetspædagogisk Tidsskrift, 14(27), 98–117. https://doi.org/10.7146/dut.v14i27.112642

 

Abstract:

Denne undersøgelse handler om arkitektstuderendes oplevelse af at studere i en tegnesal på 750 m2 med 180 studerende. Casen er et obligatorisk kursus for førsteårsstuderende og det empiriske afsæt er studerendes ugentlige logbøger, interviews og egne noter fra forfatterne, der er ansvarlige undervisere. Der anlægges det perspektiv, at læring konstitueres i dynamiske fællesskaber af aktør-netværk af bl.a. mennesker, traditioner, rum og materialitet (Latour, 2005; Akrich 1992, Lave & Wenger 2003; Keiding, 2012; Tanggaard & Szulevicsz 2013). Undersøgelsen udfolder oplevede fordele og ulemper ved at studere i tegnesalen, ligesom den peger på præsentationer i plenum, antallet af personer og kurset 1:1 dimension, som centrale opmærksomhedspunkter.

 

Testable hypothesis?:

Nej: "I  denne  undersøgelse  stiller  vi  forskningsspørgsmålet:  Hvordan  oplever  de  studerende  kur-sets rumlige organisering i relation til egen læring?" s99

 

Method/materials:

"Undersøgelsens  empiriske  grundlag  er  sammensat:  Vi  har  dels  som  gennemgående  og  an-svarlige  undervisere  løbende  taget  noter,  film  og  fotos  og  diskuteret  forskellige  emner  via  mails og på møder med vores kollegaer, hvilket giver en automatisk dokumentation. " 

"Det  er  obligatorisk  for  denne  type  kurser,  at  de  studerende  leverer  en  digital  logbog,  som  indeholder  refleksioner  over  kurset,  deres  gruppearbejde,  personlige  overvejelser  etc.  Log-bøgerne er personlige og ikke en direkte evaluering af kurset. "

"Derudover  har  vi  anvendt  den  formelle og afsluttende evaluering, som udsendes til alle studerende ved kursets afslutning. Her kan de studerende give deres holdninger og vurderinger til kende anonymt. Endelig blev der  7  måneder  efter  udvalgt  4  tilfældige  studerende  fra  forskellige  institutter  til  deltagelse  i  semistrukturerede og kvalitative interviews (Tanggaard & Brinkmann, 2010)."

s103

"Der er en høj svarprocent på logbøger. Vi anslår at den ligger på omkring 90 %, hvilket samlet set  giver  648  logbøger.  Der  er  udtaget  61  relevante  passager  i  logbøgerne,  og  de  er  i  ud-gangspunktet sorteret i forhold til kursets uger." s104

 

Statistical generalizations:

None

 

Comments:

I have flagged this study as type 1 (see typology).

 

(Rest in danish in order to avoid the extra work of having to translate quotes - i might on request)

Forfatterne får det til at se let ud, fuldstændigt at forholde sig til det konkrete materiale. Et sprogligt mesterstykke ikke engang ved et uheld at komme til at lave statistiske generaliseringer.

Generalizations 26# Lindén, J., Kanninen, M., Kupiainen, R., & Annala, J. (2019)

 At the current stage this project is about finding statistical generalizations in qualitative, danish educational research. That is to check my assumption that there is a tendency to make statistical generalizations on the basis of observations which cannot support such generalizations.

I will be posting excerpts from all those studies which to me seem problematic. This post is part of that and this is a link to the first post in the line.

Lindén, J., Kanninen, M., Kupiainen, R., & Annala, J. (2019)

Reference:

Lindén, J., Kanninen, M., Kupiainen, R., & Annala, J. (2019). Sensing the Same Space – Spatial Understanding and Engagement in Higher Education. Dansk Universitetspædagogisk Tidsskrift, 14(27), 83–97. https://doi.org/10.7146/dut.v14i27.112640

 

Abstract:

The aim of this theoretically oriented review is to examine the role of space and spatial thinking in the changing teaching and learning environments in higher education. The starting point is that educational space is not a pre-set institution or only a physical space but a social construction. As such, space is a crucial element in the learning process and student engagement.

In the paper, basic concepts of educational space and spatiality are discussed. The complexity of the relations between spatial understanding and student engagement is demonstrated by referring to a specific drama and theatre course as a case example. The case was a joint master-level course between two European universities (in UK and Finland) where multiple online platforms were used.

By the means of the learning space in the case, we discuss the nexus of spaces, comprising a dynamic spatial plurality across the learning environments. Blurring boundaries between formal and informal spaces seems to give room for meaningful and embodied experiences - social, situational and emotional connectedness with students in different places. Formal ICT solutions of digital learning do not automatically pay enough attention to spatial aspects of learning and engagement. Understanding the connections between spatial thinking and the meanings of engagement and senses of belonging brings vital elements to the development of digital learning and learning environments. Parallel with the discussions of the distinctive role of interaction and communication in digital environments, spatial understanding can offer an important contribution to increase understanding of personal meanings of learning. Based on the theoretical reflections of the presented case, bodily experiences of the sense of “sharing a space” appears to interrelate with the feelings of belonging and ownership in learning.

 

Testable hypothesis?:

Nej: "The aim of this theoretically oriented review is to examine the role of space and spatial thinking in the changing teaching and learning environments in higher education." s83

"We examine 1) the theoretical conceptions of space and place and their connec-tions to student engagement, 2) the telepresence classroom as a nexus of spaces, and 3) learning networks and trajectories. " s85

 

Method/materials:

"The course was structured around the telepresence setting, where two lecture rooms from two different European countries were virtually connected together to create an illusion of a one shared space. The goal of this setting was to examine how bodily experiences of for ex-ample standing on the same floor would affect the spatial experience and learning process-es. By referring to the experiences in this case, our goal is to understand and explore how technological settings could relate to engagement and the formation of a social space and place in HE." s85

"The project was arranged in 2016, with 15 students from Tam-pere and 20 students from Coventry (Kanninen, Syrjä & Gorman 2016).3 They were divided into six groups to work together in both Finnish and English. The students were encouraged to experiment with the technology to test its limitations" s86

 

Statistical generalizations:

1) "The way how both teach-ers and students described the bodily experiences of sensing the shared space is an example of the connections between space and engagement to studies." s94 Det antages at der er en forbindelse mellem "space" og "engagement i studier". 

2) "Blurring boundaries between formal and informal spaces gave room for meaning-ful and embodied experiences – social, situational, and emotional connectedness with stu-dents in different places. The described learning trajectories, processes where virtual spaces were made “own” surprisingly fast, opened up new interesting questions about the role and meaning of digital environments in pedagogic practice." s94 Det antages at interaktionerne skabt i denne iteration af fænomenet er permanente nok til at vi bør antage dem.

Comments:

I have flagged this study for generalizations of type 4 (see typology).

In the first quotation it is a assumed that there is a connection between "...space..." and "...engagement to studies.". That the experience is an "example" of this connection means that the researchers assume the existence of the phenomenon (the connection) apriori and include this example as empirical support. 

In the second quote it is implied that if you want to give students room "...for meaningful and embodied experiences – social, situational, and emotional connectedness with stu-dents in different places." you can simply blurr "boundaries between formal and informal spaces...". 

Generalizations 25# Hilli, C., Nørgård, R. T., & Aaen, J. H. (2019)

 At the current stage this project is about finding statistical generalizations in qualitative, danish educational research. That is to check my assumption that there is a tendency to make statistical generalizations on the basis of observations which cannot support such generalizations.

I will be posting excerpts from all those studies which to me seem problematic. This post is part of that and this is a link to the first post in the line.

Hilli, C., Nørgård, R. T., & Aaen, J. H. (2019)

Reference:

Hilli, C., Nørgård, R. T., & Aaen, J. H. (2019). Designing Hybrid Learning Spaces in Higher Education. Dansk Universitetspædagogisk Tidsskrift, 14(27), 66–82. https://doi.org/10.7146/dut.v14i27.112644

 

Abstract:

As Hybrid Learning Spaces move beyond distinctions between online and offline

spaces, they challenge divisions between teacher/student roles, formal/informal

contexts and analogue/digital communication and media. This article presents the concept of hybridity in higher education through a concrete example of a trans-national hybrid course collaboration between three teachers and thirty students at Aarhus University, Denmark and Åbo Akademi University, Finland. The course design is examined through theories on hybrid pedagogy, learning spaces and media ecology to suggest five design principles for Hybrid Learning Spaces. The paper argues that higher education has the potential of inviting students to learn in the world, with the world and for the world, in a way that cuts across traditional dichotomies and barriers.

 

Testable hypothesis?:

Nej: "The overall research question that the article pursues is this: What are the characteristics of Hybrid Learning Spaces and their pedagogy and what are some general design principles for developing Hybrid Learning Spaces?" s66-67

 

Method/materials:

"The case presented here was a course collaboration between “Design: theory, method & practice” (20 ECTS), part of the MA in ICT-Based Educational Design, Aarhus University, Denmark and “Pedagogical Perspectives on Digitization” in General and Adult Education, Åbo Akademi University (5 ECTS) from February to May 2019. The planning of the course took place in the fall of 2018. Both universities were offering courses related to educational design or digital learning which made the courses eligible for collaboration. The Hybrid Learning Space evolved around the use of Google Drive, Zoom and WordPress which supported student collaboration on an online book with the title Digital Change in Education. The two groups of students were equal in size and consisted of approximately 15 participants from each university. They were divided into three groups following the three topics of the course; hybrid pedagogy, value-sensitive design and learning spaces. Each of the authors of this paper was assigned one group to mentor according to research interest and to support the group during the course. Through prior experience and scholarship, the three teachers held the pedagogical and digital competences to execute the course (Bates, 2005; Harasim, 2012)." s74

 

Statistical generalizations:

1) "When teaching and learning take place in Hybrid Learning Spaces as described in this article, higher education has the potential of inviting the students to learn in the world, with the world and for the world in a way that cuts across traditional dichotomies and barriers." s78-79'

2) "This article has explored the characteristics of Hybrid Learning Spaces and their pedagogy. It suggested  five  general  design  principles  for  developing  and  designing  Hybrid  Learning    Spaces.  Hybrid  pedagogy  means  mixing  different  parts  to  create  something  new  and  it    includes different spaces, platforms, people, and resources to do so. Hybridity celebrates and values  dialogues  between  people  in  different  kinds  of  physical  and  digital  networks  and    contexts that support hybrid or fluid forms of becoming and being in, with and for the world. The suggested design principles scaffold and promote Hybrid Learning Spaces as intentional and  reflective  educational  practice  in  higher  education;  1)  rhizomatic  places  and  knowledge  forms,  2)  dissolving  dichotomies  in  education,  3)  creating  a  niche  in  the  environment,  4)  breadth and depth of the collective and 5) value-sensitive spaces. The design principles are in constant dialogue with each other and with the surrounding contexts." s78

3) "In order for this to happen, it is necessary that teachers and educational developers take on the  challenge  of  becoming  hybrid  in  their  thinking  and  practice  as  well  as  undertake  the    pedagogical  responsibilities  that  come  with  these  new  breeds.  Participants  in  the  Hybrid  Learning Space need to work together and be there with and for their fellow participants to scaffold  and  sustain  connectivity  and  belonging  in  networks  as  they  work  together  by  com-bining the digital and analogue, online and offline, process and product, university and world, synchronous  and  asynchronous,  formal  and  informal  dimensions  of  the  shared  learning  space" s79

Comments:

I have flagged this study for generalizations of type 4 and 5 (see typology).

The first quote is a direct statistical generalization (type 4), because it holds an assumption that "When teaching and learning take place in Hybrid Learning Spaces..." there is an increased potential for some effect, however vaguely and idealistically described.

The second quote is an example of an implicit, statistical generalization in the form of a list of suggestions that presumably, when followed, will have positive effects (type 5).

The third quote, like the second is also a list, although unordered, of suggestions or demands (due to the word "necessary"), which live on the assumption that a certain behavior will have certain effects in the future.  

Generalizations 24# Kappelgaard, L. H. (2019)

 At the current stage this project is about finding statistical generalizations in qualitative, danish educational research. That is to check my assumption that there is a tendency to make statistical generalizations on the basis of observations which cannot support such generalizations.

I will be posting excerpts from all those studies which to me seem problematic. This post is part of that and this is a link to the first post in the line.

Kappelgaard, L. H. (2019)

Reference:

Kappelgaard, L. H. (2019). Stressdiskurser i det senmoderne lærerliv. Studier I læreruddannelse Og -Profession, 4(1), 228–248. Hentet fra https://tidsskrift.dk/SLP/article/view/117989

 

Abstract:

Arbejdsrelateret stress blandt lærere udgør en stigende udfordring i de Skandinaviske

lande. I Danmark er stress og andre psykiske belastningsreaktioner årsag til

halvdelen af alle tidlige invalidepensioneringer. Gennem arbejdslivsfortællinger fra

lærere, invalidepensionerede lærere samt øvrige aktører i folkeskolen, sætt er artiklen

fokus på oplevede udfordringer i lærergerningen. Gennem artiklen konkluderes

det, at der i særlig grad opleves udfordringer i relation til ændrede forventninger fra

det omkringliggende samfund og det politiske system, som har betydning for den

måde lærerens rolle og ansvarsområde anskues på. Desuden italesætt es det som

udfordrende at balancere mellem nærhed og distance i relationsarbejdet. Slutt eligt

beskriver nogle lærere, hvordan det kan være vanskeligt at tale åbent om oplevede

stressbelastninger – både hos sig selv og kollegaer, hvilket kan vanskeliggøre at

man kommer udfordringer til livs.

 

Testable hypothesis?:

Nej: "Hvilke diskurser om den stigende forekomst af arbejdsrelateret stress og tidlig invalidepensionering i lærerfaget producerer og reproducerer lærere og øvrige relevante aktører?" s230

 

Method/materials:

"Datamaterialet, som anvendes i artiklen, består af ca. 25 timers lydop-tagelser af samtaler med forskellige aktører i lærerfaget. Hovedparten af samtalerne var individuelle, mens to af samtalerne blev gen nemført som gruppesamtaler. De aktører, jeg var i berøring med, havde følgende subjekt-positioner i feltet – Aktørerne er anony miserede:" s233

Liste med detaljer omkring i alt 10 personer

 

Statistical generalizations:

Ingen. Forskeren formår i den grad at italesætte sine fund på en sådan måde at der ikke kan drages tvivl om hvorvidt det er informanternes udsagn der gives udtryk for.

 

Comments:

I have found no statistical generalizations in this study. Type 1 (see typology).