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  • 1.
    Forslind, Eva-Lena
    et al.
    KTH Royal Institute of Technology, Sweden.
    Hrastinski, Stefan
    KTH Royal Institute of Technology, Sweden.
    Forsler, Ingrid
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap.
    Digital peer feedback on visual ideas: a study of eighth-grade students in visual art2023Ingår i: Interactive Learning Environments, ISSN 1049-4820, E-ISSN 1744-5191Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article focuses on developing the idea process in visual art education by using digital peer feedback. In the school subject visual art, the visual idea process, e.g. when students sketch their ideas, is an important phase in a project. When an idea takes form, there is the possibility for considering the idea in a new way, for others to study and discuss it, and most importantly, for generating new ideas. By digitally sharing their visual ideas and providing feedback, students might become more aware of their own and others' processes. This study aimed to explore how eighth-grade students develop and share visual ideas supported by digital peer feedback. Thematic analysis was used to identify different types of feedback provided by students. A qualitative survey was used to investigate student perceptions of the feedback. Many students appreciated receiving feedback from peers. Some students made significant or minor changes to their visual ideas based on the peer feedback, while other students abandoned their initial sketches and created entirely new ones, or did not make any changes to their initial idea. These results suggest that giving and receiving peer feedback is something that needs to be practiced in different specific school subjects. 

  • 2.
    Josefsson, Pernilla
    et al.
    KTH, Skolan för datavetenskap och kommunikation (CSC).
    Hrastinski, Stefan
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE).
    Pargman, Daniel
    KTH, Skolan för datavetenskap och kommunikation (CSC).
    Pargman C, Teresa
    The student, the private and the professional role: Students’ social media use2015Ingår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 21, nr 6, s. 1583-1594Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Research has shown that students perceive a distinct divide between educational and private use of social media. The present study explores this divide by focusing on master students’ perception of roles when using social media in a higher education context. A qualitative method has been used, mainly comprising of analyses of home exams and interviews, which were conducted with students enrolled in the master’s course BSocial media technologies^. Results support previous research stating that students perceived a distinct divide between educational and private use of social media, and furthermore provide a more detailed understanding of this divide. The results from the study also indicate that there is yet another type of use: social media as a tool for career-building purposes, or what is labeled as professional use. Implications of social media for use in higher education are described through the analysis of three roles as performed by the individual: the student role in educational settings, the professional role for career-building, and the private role.

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