New Ways of Learning to Fight Fires? Learning Processes and Contradictions in Distance and On-Campus Firefighter Training in Sweden

Autor/in	Holmgren, Robert
Titel	New Ways of Learning to Fight Fires? Learning Processes and Contradictions in Distance and On-Campus Firefighter Training in Sweden
Quelle	In: Australasian Journal of Educational Technology, 31 (2015) 2, S.220-234 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Foreign Countries; Fire Science Education; Fire Protection; Comparative Analysis; Learning Processes; Educational Technology; Distance Education; Conventional Instruction; Observation; Learning Activities; Barriers; Teacher Student Relationship; Conflict; Student Role; Independent Study; Learner Controlled Instruction; On Campus Students; Career Education; Focus Groups; Video Technology; Student Attitudes; Safety; Teacher Role; Interviews; Sweden + Suchen Sie Ihr Suchwort? Ausland; Fire prevention education; Brandschutzerziehung; Brandbekämpfung; Learning process; Lernprozess; Unterrichtsmedien; Distance study; Distance learning; Fernunterricht; Beobachtung; Lernaktivität; Teacher student relationships; Lehrer-Schüler-Beziehung; Konflikt; Selbststudium; Arbeitslehre; Schülerverhalten; Sicherheit; Lehrerrolle; Interviewing; Interviewtechnik; Schweden
Abstract	This article reports on findings from a comparative study on firefighter students' learning processes in a technology-supported distance training course and a traditional campus training course in Sweden. Based on student interviews and observations of exercises, the article aims to describe and analyse the impact on learning processes when exercise-oriented teaching takes place in a technology-supported learning environment instead of face to face on campus. Drawing on the concept of contradiction in activity theory, the findings indicate that distance students encounter several dilemmas and conflicts related to low instructor presence, ambiguities regarding learning requirements and division of labor, as well as shortcomings in the technologies offered. However, the distance students tend to develop strategies for dealing with these contradictions, resulting in the development of self-directed learning and more learner-centered approaches, while the campus students rely to a greater extent on traditional, instructor-centered teaching. During the 2-year training course, however, it appears the established norms and conventions of teaching and learning which characterise the campus mode, counteract changes in the distance mode. The technology-supported learning process with its focus on exercise preparation is thus gradually normalised in the direction of the campus mode, and its face -to-face, instructor-led and exercise-oriented learning process. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01