Lisbeth Amhag

Lisbeth Amhag
Malmö University | mah · Faculty of Learning and Society (LS)

Associate Professor, Dr. & PhD Pedagogy in Education

About

40
Publications
20,080
Reads
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309
Citations
Introduction
Lisbeth Amhag, Associate Professor, PhD in Education / e-Learning at the Faculty of Learning and Society, Malmö University, Sweden. Since 2002, Lisbeth has been teaching students in Teacher Education 90 ECTS at distance and campus; as course leader and examiner/assessor at ground and advanced levels; and as mentor for students in didactic training. Has published several national and international articles about on-line learning and assessment and is active in the further development of distance education and mobile learning activities. Lisbeth received Malmö University Teaching Award 2010. Previously, Lisbeth worked as a television journalist, media teacher and as web editor.
Additional affiliations
January 2011 - April 2011
http://www.editlib.org/
Position
  • Students´ Argument Patterns in Asynchronous Dialogues for Learning
Description
  • The research reported in this study focuses on how distance students can learn to use argumentation processes as a tool for learning.
January 2011 - June 2011
In Didactic Strategies and Technologies for Education: Incorporating Advancements.
Position
  • High school students´ argument patterns in online peer feedback
Description
  • The study focuses on strategies for how online course outlines can be designed to improve the use of collaborative peer feedback in distance education and how distance students can learn to use argumentation processes as a tool for learning.
January 2006 - December 2010
Position
  • BETWEEN I AND OTHER. Web-based student dialogues with arguments and responses for learning
Description
  • Doctoral Dissertation Series 2010:57 www.mah.se/muep http://hdl.handle.net/2043/10592

Publications

Publications (40)
Chapter
The aim of this study is to contribute knowledge about what characterizes students' capabilities to reflect on and self-assess their professional development during four school based vocational training courses in distance higher education. What abilities and challenges appear in their written reflections and self-assessments with critical incident...
Chapter
Full-text available
The rapid technical development with new media forms and increased mobility is integrated into our everyday lives, as well as in more digitalized higher education and at distance. A new research area has been developed on mobile learning (m-learning) about the integration of self-directed and motivated opportunities. This chapter describes smart mo...
Chapter
Digital technology is promoting a vision for self-directed, motivated, adaptive, resource-enriched, and technology-embedded smart higher education, as in this chapter about a smart mobile learning environment. A smart learning environment shall encourage mobile and blended prerequisites and activities across various dimensions, including the notion...
Chapter
Peer learning strategies in higher education have been developed and extended in different trends and forms, as well as in various contexts of learning, on campus and in mobile frameworks. Commonly, peer learning activities are introduced by university teachers in an ad hoc way, without consideration of their implications as a tool for students' co...
Chapter
Higher education is increasingly adopting blended and mobile learning strategies for reflection and self-assessment to better meet the demands and expectations of students' challenges. This chapter highlights different focuses and common terms of reflection and related ideas from theories about reflection and self-assessment, and how these processe...
Chapter
New ways of communication and peer feedback activities provide several opportunities for student-centered collaborative learning in smart higher education. This chapter increases the knowledge about how collaborative peer feedback processes can support student-centered learning toward higher-order thinking and critical ability in smart higher educa...
Chapter
This chapter expands the knowledge about virtual learning in smart higher education, and how these processes can be a tool for motivated and student-centered learning in a resource-enriched virtual learning environment with technology-embedded tools. Methodologically, selected articles are reviewed to expand the knowledge about virtual learning in...
Chapter
The new vision for self-directed, motivated, adaptive, resource-enriched, and technology-embedded smart higher education has promoted smart learning with mobile-assisted seamless activities to learn across time and locations, individual and collective, from one scenario to another including formal and informal learning through smart mobile devices....
Article
Full-text available
The aim of this study is to contribute knowledge about what characterizes students' capabilities to reflect on and self-assess their professional development during four school based vocational training courses in distance higher education. What abilities and challenges appear in their written reflections and self-assessments with critical incident...
Book
Full-text available
In the seven articles/chapters provides several opportunities to design and teach for self-directed and motivated higher education with smart pedagogy in a resource-enriched virtual learning environment, VLE through technology-embedded blended prerequisite and activities across various dimensions, including the notion that students can learn self-d...
Article
Full-text available
Based on a study at two Swedish universities, this article aimed to identify teacher educators’ use of digital tools and subsequent need for digital competence in higher education. Methodically, a digital survey was distributed via e-mail to 405 teacher educators representingtwo faculties at the two universities; in total, 105 teacher educators res...
Article
Full-text available
The article exemplifies, compares and discusses different Nordic (Sweden, Norway, Denmark and Finland) vocational teacher educational choices, common threads and paths.
Article
Full-text available
Among online learning factors stated in the research literature, it is argued that online activities is the strongest factor which contributes to online learning. This article illuminates mobile-assisted seamless learning activities by using laptops, tablets, or smart phones. Two conditions are compared, a) face-to-face (F2F) online webinars (web-b...
Chapter
Full-text available
The aim of this study is to analyze mobile technologies for student centered learning in a distance higher education program with a focus on mobile online webinars (web-based seminars or conferencing) using mobile applications such as laptops, smart phones, or tablets. As wearable technologies continue to grow it could very well extend to smart gla...
Article
Full-text available
The aim of this study is to analyze mobile technologies for student centered learning in a distance higher education program with a focus on mobile online webinars (web-based seminars or conferencing) using mobile applications such as laptops, smart phones, or tablets. As wearable technologies continue to grow it could very well extend to smart gla...
Conference Paper
Full-text available
The aim of the study is to describe and analyze design of mobile teaching for students collaborative learning in distance higher education with a focus on mobile technologies as online webinars (web-based seminars or conferencing) by using laptops, smart phones, or tablets. These multimedia tools can provide face-to-face interactions, recorded flip...
Research
Full-text available
PROCEEDINGS OF THE 11th INTERNATIONAL CONFERENCE ON MOBILE LEARNING 2015, Page 99
Research
Full-text available
Publicerad i Tankesmedjans Rapport 7, 2013 Bedömning som motivation och utvecklande pedagogiskt verktyg. Att synliggöra det synliga lärandet. Kap. 9 Forskning om och tillämpning av formativ bedömning för lärande
Chapter
The study focuses on strategies for how online course outlines can be designed to improve the use of collaborative peer feedback in distance education and how distance students can learn to use argumentation processes as a tool for learning. For ten weeks, 30 student teachers studied the web-based 15 credit course Teacher Assignment. Data was colle...
Conference Paper
Full-text available
The aim of this study is to study, compare and analyze students’ participation in synchronous webinars, directly F2F and their use of dialogue exchange and chat communications to develop an individual and collective meaning and understanding of the course content. Another aim is what possibilities flipped/inverted mini-lectures before followup webi...
Article
Full-text available
Redan när Internet blev tillgängligt i undervisningssyfte i mitten av 1990-talet lyfte Scardamalia och Bereiter (1994) fram möjligheterna med användandet av nätbaserade praktikgemenskaper (communities of practice) för att stödja studenters kunskapsutveckling. Idag, tjugo år senare har utvecklingen lett till att distansutbildning är den högskolesekt...
Article
Full-text available
Detta temanummer har fokus på medierande läroprocesser, som samspel mellan elever, kunskaps- och erfarenhetsutbyte, kommunikation och handlingar, men också på vilka sätt digitala redskap och andra nätbaserade resurser kan tillämpas i en pedagogisk kontext. Idag är det lika naturligt i barns och ungomars vardag att kommunicera och ha erfarenhetsutby...
Article
Full-text available
The study investigates in what ways the combination of self-assessment and collaborative peer assessment can support students’ creative- and critical abilities, as well as providing opportunities for meta-cognitive learning. The study is informed by sociocultural theories research traditions and computer supported collaborative learning, CSCL. Data...
Chapter
Full-text available
Det jag vill belysa i detta kapitel är hur pedagogik och didaktik i nätbaserade lärmiljöer kan utvecklas med stöd av kamratrespons och självvärdering. Under det senaste decenniet har det kommit allt fler distansutbildningar och campusbundna kurser, som helt eller delvis är organiserade med hjälp av nätbaserade lärmiljöer. Distansundervisning är ida...
Conference Paper
Full-text available
The purpose of this study is to investigate and analyze the pedagogy in distance education and web-based learning, with a focus on students' participation and collaboration in interactive e-meeting system. The research questions are: • What is the impact and added value of interactive webinars at distance for students learning and development? • Ho...
Chapter
Full-text available
i min forskning mellan åren 2007–2012 (Amhag & Jakobsson, 2009, Amhag, 2010, 2011, 2012; 2013) har jag intresserat mig för hur högskolestudenters skriftliga meningsutbyten och feedbackprocesser i den nätbaserade plattformen, It’s learning, understödjer ett formativt och meningsfullt lärande. Jag har närmare undersökt i vilken omfattning studenter g...
Conference Paper
Full-text available
Yrkeslärarutbildningen förändrades i Sverige 2010, från att ha omfattats av 180 högskolepoäng till att innefatta 90 högskolepoäng. I den nya yrkeslärarexamen ingår en utbildningsvetenskaplig kärna om 60 högskolepoäng och verksamhetsförlagd utbildning om 30 högskolepoäng. Malmö högskola organiserar från och med vårterminen 2012 den nya yrkeslärarutb...
Conference Paper
I studien är det fokus på kvaliteten i distansstudenters nätbaserade kamratresponser och självvärdering för lärande. Motivet är att kursuppgifter på högskolenivå, som rapporter, artiklar och projektarbeten med olika presentationer, är komplexa och kräver att studenterna är insatta i vetenskapligt skrivande, kritisk granskning, problemlösning osv. E...
Conference Paper
Full-text available
This paper focuses on how online course outlines can be designed to improve the impact and added value of collaborative peer activities in distance education. Data were collected from 22 student teachers’ peer feedback with self-assessments during two consecutive 15 credit web-based courses. The result shows that the quality in the collaborative pe...
Chapter
Full-text available
The study focuses on strategies for how online course outlines can be designed to improve the use of collaborative peer feedback in distance education and how distance students can learn to use argumentation processes as a tool for learning. For ten weeks, 30 student teachers studied the web-based 15 credit course Teacher Assignment. Data was colle...
Article
Full-text available
The research reported in this study focuses on how distance students can learn to use argumentation processes as a tool for learning. For ten weeks, 30 student teachers studied the web-based 15 credit course Teacher Assignment. Data were collected from five student groups' asynchronous argumentation, relating to authentic cases of teacher leadershi...
Thesis
Full-text available
Avhandlingen handlar om kvaliteten i studenters nätbaserade argumentering och responsgivning. Handlar det om vardagssamtal eller vetenskapliga diskussioner? Syftet är att undersöka om och i så fall hur studenters skriftliga, asynkrona dialoger bidrar till utveckling av kollektivt och individuellt lärande i en nätbaserad akademisk kontext. Det vill...
Chapter
Full-text available
Vi ger en kort översikt över distansundervisningens historia i Sverige. Vi presenterar seda de vanligaste digitala resurserna som etablerats under senare år för utbildningsändamål. Vi delar dessa resurser i två kategorier: - Administrativa resurser. dessa inkluderar LMS-system och andra system för administration av ansökan, registrering, studieres...
Article
Full-text available
The aim of this study is to examine and describe in what way student teachers use their own and others words meanings content in asynchronous dialogues as a collaborative learning activity in three web-based courses over a period of 60 weeks. The students' contributions to the course assignments, the group responses and the collaborative discussion...
Article
Full-text available
The aim of this study is to examine and to describe how student teachers engaged in courses in web-based learning environments over a period of 40-weeks develop a collective competence to collaborate. The collective competence of collaboration is defined as the level of learning ability a group of students express when using dialogues as a tool for...
Article
Full-text available
This study's aim is to describe and explore how 40 teacher students, engaged in courses in web-based learning environments, successively develop a collective competence to collabo-rate during two 15-credit courses in a period of 40 weeks. The collective competence of col-laboration is here defined as the level of learning ability, a group of studen...
Article
Full-text available
This article focuses on strategies for how online course outlines can be designed to improve the use of collaborative peer feedback in distance education and how different dialogic patterns can be identified. Two separate studies were conducted to investigate students' use of own and others' texts meaning content in their peer feedback as a tool fo...
Article
Full-text available
Vi ger en kort översikt över distansundervisningens historia i Sverige. Vi presenterar sedan de vanligaste digitala resurserna som etablerats under senare år för utbildningsändamål. Vi delar dessa resurser i i två kategorier: -Administrativa resurser. Dessa inkluderar LMS-system och andra system för administration av ansökan, registrering, studiere...

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