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Critical Imaginaries and Reflections on Artificial Intelligence and Robots in Postdigital K-12 Education
It is commonly suggested that emerging technologies will revolutionize education. In this paper, two such emerging technologies, artificial intelligence (AI) and educational robots (ER), are in focus. The aim of the paper is to explore how teachers, researchers and pedagogical developers critically imagine and reflect upon how AI and robots could be used in education. The empirical data were collected from discussion groups that were part of a symposium. For both AI and ERs, the need for more knowledge about these technologies, how they could preferably be used, and how the emergence of these technologies might affect the role of the teacher and the relationship between teachers and students, were outlined. Many participants saw more potential to use AI for individualization as compared with ERs. However, there were also more concerns, such as ethical issues and economic interests, when discussing AI. While the researchers/developers to a greater extent imagined ideal future technology-rich educational practices, the practitioners were more focused on imaginaries grounded in current practice.
Journal Article
Nursing students’ experiences of a pedagogical transition from campus learning to distance learning using digital tools
Background
The use of distance education using digital tools in higher education has increased over the last decade, particularly during the COVID-19 pandemic. Therefore, this study aimed to describe and evaluate nursing students’ experiences of the pedagogical transition from traditional campus based learning to distance learning using digital tools.
Methods
The nursing course
Symptom and signs of illness
underwent a transition from campus based education to distance learning using digital tools because of the COVID-19 pandemic. This pedagogical transition in teaching was evaluated using both quantitative and qualitative data analysis. Focus group interviews (
n
= 9) were analysed using qualitative content analysis to explore students’ experiences of the pedagogical transition and to construct a web-based questionnaire. The questionnaire comprised 14 items, including two open-ended questions. The questionnaire was delivered to all course participants and responses were obtained from 96 of 132 students (73%). Questionnaire data were analyzed using descriptive statistics and comments from the open-ended questions were used as quotes to highlight the quantitative data.
Results
The analysis of the focus group interviews extracted three main dimensions:
didactic aspects of digital teaching
,
study environment
, and
students’ own resources. Social interaction
was an overall theme included in all three dimensions. Data from the questionnaire showed that a majority of students preferred campus based education and experienced deterioration in all investigated dimensions after the pedagogical transition. However, approximately one-third of the students appeared to prefer distance learning using digital tools.
Conclusions
The main finding was that the pedagogical transition to distance education reduced the possibility for students’ social interactions in their learning process. This negatively affected several aspects of their experience of distance learning using digital tools, such as reduced motivation. However, the heterogeneity in the responses suggested that a blended learning approach may offer pedagogical benefits while maintaining an advantageous level of social interaction.
Journal Article
The influence of sociocultural and structural contexts in academic change and development in higher education
Teaching quality improvements frequently focus upon the 'development' of individual academics in higher education. However, research also shows that the academics' context has considerable influence upon their practices. This study examines the working environments of teachers on an online pharmacy programme, investigating contextual conditions that facilitate or impede academic change and development. Interview data and institutional policy documents are examined within a Cultural-Historical Activity Theory framework. Distinct differences in the teachers' sociocultural context were identified as influencing change and development. Departmental teaching cultures and patterns of communication influenced practice both positively, by offering collegial support, and negatively by impeding change. The findings have significance for academic development strategies. They suggest that departmental-level support should include communicative pathways that promote reflection upon and development of conceptions of teaching and learning. (HRK / Abstract übernommen).
Journal Article
Impact of educational workshops on breastfeeding practices in traditional Chinese postpartum centres: a cohort study during the COVID-19 pandemic
Background
Postpartum Chinese mothers in Malaysia traditionally observe a 30-day confinement period, many choosing to stay in privately run traditional postpartum centres, known locally as confinement centres (CCs). Following a 2017 cohort study that identified gaps in breastfeeding support and hygiene practices, three participatory needs-based educational workshops were delivered to CC staff. A new cohort of mothers was recruited in 2019 to evaluate the same outcomes after the intervention.
Methods
Ethnic Chinese mothers with healthy term infants who intended to breastfeed were recruited at delivery and followed up until six months postpartum. Using semi-structured telephone interviews, the following data was collected: exclusive and direct breastfeeding, rooming-in, breastfeeding problems, hygiene indicators, and infant health. Comparisons were made between mothers staying in CCs and home in the current cohort, and with the 2017 cohort. Quantitative data were analysed using chi-squared tests, t-tests, and logistic regression; qualitative responses were analysed thematically.
Results
We recruited 206 mothers (103 CC, 103 home) and excluded four who did not stay as intended (3 CC, 1 home). Data collection coincided with the COVID-19 pandemic. Fewer CC mothers reported breastfeeding problems compared to 2017. However, gaps such as limited rooming-in and preference for expressed milk remained; and exclusive breastfeeding rates at six months did not differ significantly between groups or cohorts. Some hygiene practices in CCs improved, but perceived staff hand hygiene practices remained suboptimal. Interestingly, one-month exclusive breastfeeding rates declined for both CC and home groups in 2019 compared to 2017. Direct breastfeeding in 2019 also fell, and mothers who did not directly breastfeed were less likely to sustain exclusive breastfeeding at six months. Post-hoc interviews suggested COVID-19 had limited influence on most mothers’ breastfeeding intentions, though subtle disruptions in breastfeeding support may have contributed to lower exclusive breastfeeding rates.
Conclusions
Training alone is insufficient to improve practices in Malaysian CCs. As CCs gain popularity, strategies that go beyond staff training, including regulatory oversight, public education, and integration of CCs into national maternal–child health systems are needed.
Journal Article
'Half-London' in Zambia
This book describes and analyses life in 'St Antony's', a Zambian Catholic boys' mission boarding school in the 1990s, using the context-sensitive methods of social anthropology.
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