{"id":{"repo_id":"lund","oai_identifier":"oai:lup.lub.lu.se:f03a25a8-4f28-475e-8ef5-e909631a7d27"},"canonical_url":"https://search.dev.ndltd.org/etd/lund/oai:lup.lub.lu.se:f03a25a8-4f28-475e-8ef5-e909631a7d27","repository":{"repo_id":"lund","name":"University of Lund","base_url":"https://lup.lub.lu.se/oai"},"display":{"title":"Utbildningskontextens betydelse för lärandeprocesser","abstract":"This thesis is about the importance of context to learning processes in computer-supported flexible education. The purpose is to develop knowledge about how students in an upper secondary class experience and act in a computer-supported flexible educational environment and how the experienced context affects the students' learning processes. An ethnographic application involving theories of learning, learning-processes, contexts and information from an empirical study has been used. The empirical study involves interviews, questionnaires and observations in connection with computer-supported communication between a teacher and 83 students in an upper?secondary class. The study lasted two years. The result is ethnographical regarding the experience and behaviour of the students, and includes analyses and interpretations in terms of phenomena that are stimulating and depressing for the learning processes. The contextual phenomenon in the studied environment has been specified in terms of five themes: the importance of course conditions, choices of place and time, responsibility, computer communications and communication without computers. The overriding phenomena in this context, i.e. conditions that always affect the students learning processes, were individual diversity, time conditions and social relationships with the teacher.","abstract_html":"This thesis is about the importance of context to learning processes in computer-supported flexible education. The purpose is to develop knowledge about how students in an upper secondary class experience and act in a computer-supported flexible educational environment and how the experienced context affects the students' learning processes. An ethnographic application involving theories of learning, learning-processes, contexts and information from an empirical study has been used. The empirical study involves interviews, questionnaires and observations in connection with computer-supported communication between a teacher and 83 students in an upper?secondary class. The study lasted two years. The result is ethnographical regarding the experience and behaviour of the students, and includes analyses and interpretations in terms of phenomena that are stimulating and depressing for the learning processes. The contextual phenomenon in the studied environment has been specified in terms of five themes: the importance of course conditions, choices of place and time, responsibility, computer communications and communication without computers. The overriding phenomena in this context, i.e. conditions that always affect the students learning processes, were individual diversity, time conditions and social relationships with the teacher.","abstract_has_math":false,"creators":["Olsson, Rose-Marie"],"institution":"Lärarutbildningen, Malmö högskola","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2005,"date_issued":"2005","date_published":"2005","updated_at":"2026-07-24T03:00:02Z","subjects":["Electrical Engineering, Electronic Engineering, Information Engineering","IT-supported distance education","Datorstödd distansutbildning","Computer-supported distance education contextual phenomena in education flexible learning","flexibel utbildning","flexibelt lärande","IT-stödd distansutbildning","kontextuella utbildningsfenomen","Computer-assisted education","Datorstödd undervisning"],"languages":["swe"],"rights":["info:eu-repo/semantics/openAccess"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["urn:isbn:91-85042-15-3"],"render_values":[{"text":"urn:isbn:91-85042-15-3","href":null,"code":true}]}]},"links":{"outbound_url":"https://lup.lub.lu.se/record/24287","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Olsson, Rose-Marie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2005"]},{"key":"dc:publisher","label":"Institution","values":["Lärarutbildningen, Malmö högskola"]},{"key":"dc:type","label":"Dc Type","values":["thesis/docmono","info:eu-repo/semantics/doctoralThesis","text"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Electrical Engineering, Electronic Engineering, Information Engineering","IT-supported distance education","Datorstödd distansutbildning","Computer-supported distance education contextual phenomena in education flexible learning","flexibel utbildning","flexibelt lärande","IT-stödd distansutbildning","kontextuella utbildningsfenomen","Computer-assisted education","Datorstödd undervisning"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["swe"]},{"key":"dc:rights","label":"Dc Rights","values":["info:eu-repo/semantics/openAccess"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://lup.lub.lu.se/record/24287","urn:isbn:91-85042-15-3","https://portal.research.lu.se/files/4648453/26490.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This thesis is about the importance of context to learning processes in computer-supported flexible education. The purpose is to develop knowledge about how students in an upper secondary class experience and act in a computer-supported flexible educational environment and how the experienced context affects the students' learning processes. An ethnographic application involving theories of learning, learning-processes, contexts and information from an empirical study has been used. The empirical study involves interviews, questionnaires and observations in connection with computer-supported communication between a teacher and 83 students in an upper?secondary class. The study lasted two years. The result is ethnographical regarding the experience and behaviour of the students, and includes analyses and interpretations in terms of phenomena that are stimulating and depressing for the learning processes. The contextual phenomenon in the studied environment has been specified in terms of five themes: the importance of course conditions, choices of place and time, responsibility, computer communications and communication without computers. The overriding phenomena in this context, i.e. conditions that always affect the students learning processes, were individual diversity, time conditions and social relationships with the teacher."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:source","label":"Dc Source","values":["Malmö Studies in Educational Sciences; (2005)","ISSN: 1651-4513"]},{"key":"dc:title","label":"Title","values":["Utbildningskontextens betydelse för lärandeprocesser"]}]}],"canonical_facts":{"dc:creator":["Olsson, Rose-Marie"],"dc:date":["2005"],"dc:description":["This thesis is about the importance of context to learning processes in computer-supported flexible education. The purpose is to develop knowledge about how students in an upper secondary class experience and act in a computer-supported flexible educational environment and how the experienced context affects the students' learning processes. An ethnographic application involving theories of learning, learning-processes, contexts and information from an empirical study has been used. The empirical study involves interviews, questionnaires and observations in connection with computer-supported communication between a teacher and 83 students in an upper?secondary class. The study lasted two years. The result is ethnographical regarding the experience and behaviour of the students, and includes analyses and interpretations in terms of phenomena that are stimulating and depressing for the learning processes. 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