Pimmer, Christoph
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Pimmer, Christoph
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- PublikationParticipatory videos to teach the use of renewable energy systems. A case study from rural Nepal(2019) Pimmer, Christoph; Zahnd, Alexander; Gröhbiel, Urs [in: Proceedings of the ISES Solar World Conference 2019 and the IEA SHC Solar Heating and Cooling Conference for Buildings and Industry 2019]04B - Beitrag Konferenzschrift
- PublikationCollaboration on large interactive displays: a systematic review(Taylor & Francis, 2019) Zahn, Carmen; Mateescu, Magdalena; Pimmer, Christoph; Klinkhammer, Daniel; Reiterer, Harald [in: Human–Computer Interaction]Large Interactive Displays (LIDs), such as tabletops or interactive walls, are promising innovations, which are increasingly used to support co-located collaboration. Yet the current evidence base on the impact of LID use on collaborative processes and outcomes, and associated influencing factors, is fragmented, particularly in comparison with other media. To address this gap, a systematic review was carried out in the databases Web of Science, Psych.Info, ACM, Elsevier, JSTOR and Springer and in the ACM CHI conference database. A corpus of 38 articles with experimental study designs met the eligibility criteria and was analyzed in-depth. With regard to collaboration processes, the findings suggest a relatively clear advantage of the use of LIDs over classic forms of collaboration, in particular over single-user environments (e.g. laptops). With attention to collaborative outcomes, positive effects of LIDs were identified for knowledge gains and social encounters, and mixed effects for task-related outcomes. The analysis further shows relevant influencing factors of LID, such as the separation of personal and joint work spaces and the deployment of horizontal instead of vertical displays. Conceptual and practice implications are discussed.01A - Beitrag in wissenschaftlicher Zeitschrift
- PublikationFacilitating professional mobile learning communities with instant messaging(Elsevier, 01/2019) Pimmer, Christoph; Brühlmann, Florian; Odetola, Titilayo Dorothy; Oluwasola, Deborah Olusola; Dipeolu, Oluwafemi; Ajuwon, Ademola Johnson [in: Computers & Education]01A - Beitrag in wissenschaftlicher Zeitschrift
- Publikation"I felt a sense of belonging somewhere". Supporting nurse graduates' job transitions with WhatsApp groups(Elsevier, 2019) Pimmer, Christoph; Ologun-Abiodun, Rita; Daniels, Felicity; Chipps, Jennifer [in: Nurse Education Today]01A - Beitrag in wissenschaftlicher Zeitschrift
- PublikationCollaboration on large interactive displays: A systematic review(Taylor & Francis, 2019) Mateescu, Magdalena; Pimmer, Christoph; Zahn, Carmen; Klinkhammer, Daniel; Reiterer, Harald [in: Human-Computer Interaction]Large Interactive Displays (LIDs), such as tabletops or interactive walls, are promising innovations, which are increasingly used to support co-located collaboration. Yet the current evidence base on the impact of LID use on collaborative processes and outcomes, and associated influencing factors, is fragmented, particularly in comparison with other media. To address this gap, a systematic review was carried out in the databases Web of Science, Psych.Info, ACM, Elsevier, JSTOR and Springer and in the ACM CHI conference database. A corpus of 38 articles with experimental study designs met the eligibility criteria and was analyzed in-depth. With regard to collaboration processes, the findings suggest a relatively clear advantage of the use of LIDs over classic forms of collaboration, in particular over single-user environments (e.g. laptops). With attention to collaborative outcomes, positive effects of LIDs were identified for knowledge gains and social encounters, and mixed effects for task-related outcomes. The analysis further shows relevant influencing factors of LID, such as the separation of personal and joint work spaces and the deployment of horizontal instead of vertical displays. Conceptual and practice implications are discussed.01A - Beitrag in wissenschaftlicher Zeitschrift
- PublikationNurse graduates’ experiences and support needs. A qualitative systematic review of South Africa’s community service programme(Democratic Nursing Organisation of South Africa, 2019) Ologun-Abiodun, Rita; Daniels, Felicity; Pimmer, Christoph; Chipps, Jennifer [in: Curationis]Background: The student-to-nurse graduate transition is a pivotal phase in the professional development of nurses. In South Africa, this transition is part of a compulsory community service programme, which requires newly graduated nurses to work in rural and/or underserved areas for a period of 1 year. Objectives: The aim of this study was to review nurse graduates’ experiences and support needs during their transition in the compulsory community service programme. Methods: A qualitative systematic review of experiences was conducted. Qualitative research studies that addressed nurses’ experience in South Africa (2008–2017) were identified in Cochrane, Joanna Briggs Institute (JBI), Academic Search Complete, CINAHL, PubMed, SABINET, Science Direct, SCOPUS and Google Scholar databases. The systematic review methods included searching, sifting, abstracting and quality assessment of relevant qualitative studies by two reviewers and cross-checking by a third reviewer. Two reviewers independently performed blinded data extraction and quality assessment using the confidence in qualitative synthesis findings (ConQual) approach. Results: A total of 1257 studies were identified of which 12 met the inclusion criteria. Seven of the 12 studies were published articles and six were theses. The quality of the studies was found to be of high standard based on the ConQual rating. Four main themes emerged from the analysis: (1) rich developmental experiences through practice exposure, (2) difficulties in reconciling theory and practice, (3) contextual challenges in the workplace and (4) need for professional support structures, educational measures and public guidelines. Conclusion: Although positive experiences were reported, various challenges emerged, indicating the need for more systematic support mechanisms during transition.01A - Beitrag in wissenschaftlicher Zeitschrift
- PublikationTheory-practice gap: the experiences of Nigerian nursing students(Unisa Press, 2018) Odetola, Titilayo Dorothy; Oluwasola, Olusola; Pimmer, Christoph; Dipeolu, Oluwafemi; Akande, Samson Oluwayemi; Olaleye, Oladipupo Samuel; Gröhbiel, Urs; Ajuwon, Ademola Johnson [in: Africa Journal of Nursing and Midwifery]The “disconnect” between the body of knowledge acquired in classroom settings and the application of this knowledge in clinical practice is one of the main reasons for professional fear, anxiety and feelings of incompetence among freshly graduated nurses. While the phenomenon of the theory-to-practice gap has been researched quite extensively in high-income country settings much less is known about nursing students’ experiences in a developing country context. To rectify this shortcoming, the qualitative study investigated the experiences of nursing students in their attempt to apply what they learn in classrooms in clinical learning contexts in seven sites in Nigeria. Thematic content analysis was used to analyse data gained from eight focus group discussions (n=80) with the students. The findings reveal a multifaceted theory-practice gap which plays out along four tensions: (1)procedural, i.e. the difference between practices from education institutions and the ones enacted in clinical wards – and contradictions that emerge even within one clinical setting; (2)political, i.e. conflicts that arise between students and clinical staff, especially personnel with a lower qualification profile than the degree that students pursue; (3)material, i.e. the disconnect between contemporary instruments and equipment available in schools and the lack thereof in clinical settings; and (4)temporal, i.e. restricted opportunities for supervised practice owing to time constraints in clinical settings in which education tends to be undervalued. Many of these aspects are linked to and aggravated by infrastructural limitations, which are typical for the setting of a developing country. Nursing students need to be prepared regarding how to deal with the identified procedural, political, material and temporal tensions before and while being immersed in clinical practice, and, in so doing, they need to be supported by educationally better qualified clinical staff.01A - Beitrag in wissenschaftlicher Zeitschrift
- PublikationMobile and ubiquitous knowledge management: lessons from the transportation sector(2018) Pimmer, Christoph; Gütersloh, Christoph; Linxen, Sebastian; Rohner, Roland [in: Proceedings of the 19th European Conference on Knowledge Management (ECKM 2018). University of Padua, Italy, 6-7 September 2018]04B - Beitrag Konferenzschrift
- PublikationThe inherent tensions of ‘instant education’. A critical review of mobile instant messaging(Athabasca University Press, 2018) Pimmer, Christoph; Rambe, Patient [in: International Review of Research in Open and Distributed Learning]This paper critically reviews literature on the role of Mobile Instant Messaging (MIM) applications, such as WhatsApp, in supporting learning and teaching practice. Using formal qualitative synthesis as its methodology, and dialectical theory as an analytical framework, our main objective was to identify tensions, affordances, constraints, and resolution strategies in educational uses of MIM. In contrast to prior work, the analysis offers a nuanced and complex picture of the use of MIM in learning and teaching settings. Instead of facilitating the creation of educational outcomes in a straightforward manner, the realities of MIM use are socially constructed and the subject of conflictual negotiations. The educational use of MIM requires users to navigate the interdependent dialectical tensions of immediacy versus delays (temporal dimension), intimacy versus detachment (relationship dimension) and task versus ludic orientation (intellectual dimension). The findings also reveal a number of behavioural and technical resolution strategies that users deploy to manage these tensions.01A - Beitrag in wissenschaftlicher Zeitschrift
- PublikationMobile instant messaging – new knowledge tools in global health?(University of Hong Kong, 2018) Pimmer, Christoph; Lee, Amy; Mwaikambo, Lisa [in: Knowledge Management and E-Learning]Despite the proliferation of Mobile Instant Messaging (MIM) platforms, such as WhatsApp, studies that examine their role for learning and knowledge sharing are still rare. Using the context of global health, this study seeks to examine the ways in which MIM platforms are being used for learning and knowledge sharing and identify associated potentials and constraints. A survey with open- and closed-ended questions was administered and the experience of 40 respondents from 44 different project settings was gathered and analyzed. The findings indicate that MIM, and particularly WhatsApp, are used in a boundary-crossing manner, i.e., involving various groups of health professionals, students, and patients from across a range of low-income countries, particularly from Sub-Saharan Africa. MIM platforms are used in informal learning settings for knowledge creation and sharing, supervision, enacting social presence and collaborative problem solving, and for the support of formal education. In addition to enhancing communication efficiency and responsiveness, MIM was also used to bridge geographical (e.g., central-local and urban-rural) and social divides (e.g., professional rankings). Despite technical and socio-behavioral constraints, the use of MIM was reported to significantly benefit distributed global health work and to enhance learning and knowledge sharing in “distributed” networks of practice.01A - Beitrag in wissenschaftlicher Zeitschrift