Firefighter learning at a distance - a longitudinal study.
This article presents a summary analysis of a 5-year study on the implementation of a technology-supported distance firefighter training programme in Sweden, focused on the firefighter students' learning processes regarding challenges, contradictions and changes that occurred during the implementati...
| Publicado en: | Journal of Computer Assisted Learning Vol. 33; no. 5; pp. 500 - 513 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Sep2017
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=125026821&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 125026821 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Sep2017 vid: 33 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 125026821 125026821 125026821 10.1111/jcal.12196 125026821 ppf: 500 ppct: 13 formats: tig: atl: Firefighter learning at a distance - a longitudinal study. aug: au: Holmgren, R. Haake, U. Söderström, T. affil: Umeå University, Sweden sug: subj: Firefighters Sweden Education, Non-Traditional Sweden Human Conceptual Framework Female Male Prospective Studies Semi-Structured Interview Constant Comparative Method Sweden Female Male ab: This article presents a summary analysis of a 5-year study on the implementation of a technology-supported distance firefighter training programme in Sweden, focused on the firefighter students' learning processes regarding challenges, contradictions and changes that occurred during the implementation period. With activity theory as the theoretical basis, three data collections were carried out. The analysis, based on interviews with firefighter students and instructors as well as observation logbooks and educational documents, identified two phases, an implementation phase and a dissemination phase. The implementation phase is characterized by the distance students developing a self-directed and goal-oriented learning, supported by the revised and technology-supported training design. During the dissemination phase, when many technology-inexperienced instructors become involved in the distance programme, a number of challenges and contradictions are identified, which, however, turn out to be a driving force for the students to develop alternative learning strategies. Finally, vocational distance training is discussed in terms of potential opportunities for developing vocational students' learning processes. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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