Linxen, Sebastian

Profilbild
E-Mail-Adresse
Geburtsdatum
Projekt
Organisationseinheiten
Berufsbeschreibung
Nachname
Linxen
Vorname
Sebastian
Name
Linxen, Sebastian

Filter

2012 - 20179
Filter zurücksetzen

Einstellungen

Autor:in: Gröhbiel, Urs ×

Suchergebnisse

Gerade angezeigt 1 - 9 von 9
  • Vorschaubild nicht verfügbar
    Publikation
    Facebook for supervision? Research education shaped by the structural properties of a social media space
    (Taylor & Francis, 2017) Pimmer, Christoph; Chipps, Jennifer; Brysiewicz, Petra; Walters, Fiona; Linxen, Sebastian; Gröhbiel, Urs [in: Technology, Pedagogy and Education]
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild nicht verfügbar
    Publikation
    Supervision on social media. Use and perception of Facebook as a research education tool in disadvantaged areas
    (Athabasca University Press, 2016) Pimmer, Christoph; Linxen, Sebastian; Gröhbiel, Urs; Chipps, Jennifer; Brysiewicz, Petra; Walters, Fiona [in: International Review of Research in Open and Distributed Learning]
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild nicht verfügbar
    Publikation
    An Evaluation of a Facebook Intervention for Rural Midwives in South Africa
    (2015) Pimmer, Christoph; Chipps, Jennifer; Brysiewicz, Petra; Linxen, Sebastian; Gröhbiel, Urs [in: Med-e-Tel. Luxembourg]
    04 - Beitrag Sammelband oder Konferenzschrift
  • Vorschaubild nicht verfügbar
    Publikation
    Using mobile phones and social media to facilitate education and support for rural-based midwives in South Africa
    (AOSIS, 2015) Chipps, Jennifer; Pimmer, Christoph; Brysiewicz, Petra; Walters, Fiona; Linxen, Sebastian; Ndebele, Thandi; Gröhbiel, Urs [in: Curationis]
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild nicht verfügbar
    Publikation
    Mobile phones to facilitate connected social learning and work-based practices in marginalized settings. Insights from a research project in rural South Africa
    (2014) Pimmer, Christoph; Linxen, Sebastian; Chipps, Jennifer; Brysiewicz, Petra; Gröhbiel, Urs; Walters, Fiona
    This paper outlines the findings of a research project intended to facilitate the learning of health professionals across work-based and formal learning contexts by means of mobile technology. The focus of the educational approach was on the use of digital mobile media, and particularly mobile networking technologies to support social learning practices of professionals, i.e., nurses, in marginalized settings in rural South Africa. The overall project was informed by previous studies from marginalized contexts that pointed to the potential of mobile phones and mobile social networking technologies as a means to facilitate the learners engagement with explicit forms of educational content as well as to allow for their extended participation in professional, work-based communities (Kolko, Rose, & Johnson, 2007; Pimmer, Linxen, & Gröhbiel, 2012; Pimmer, Linxen, Gröhbiel, Jha, & Burg, 2013).
    04B - Beitrag Konferenzschrift
  • Vorschaubild nicht verfügbar
    Publikation
    Mobile phones as learning tools
    (2014) Brysiewicz, Petra; Pimmer, Christoph; Chipps, Jennifer; Walters, Fiona; Linxen, Sebastian; Gröhbiel, Urs
    04B - Beitrag Konferenzschrift
  • Vorschaubild nicht verfügbar
    Publikation
    The neglected grass root adoption of mobile phones as learning tools in resource-limited settings. A study from advanced midwifery education in KwaZulu-Natal, South Africa
    (29.06.2013) Pimmer, Christoph; Gröhbiel, Urs; Walters, Fiona; Linxen, Sebastian; Chipps, Jennifer
    Background/rationale: Many mhealth and mlearning interventions fail, because they adopt a techno-centric view and ignore the local context. To address this, the present study investigated the 'organic' adoption and educational usage of mobile phones by health workers in rural health settings. Methods: A qualitative study was conducted interviewing nursing/advanced midwifery students, facilitators and nursing managers from rural, resource-constrained regions in the province of KwaZulu-Natal, South Africa. Content analysis used the concepts of Community of Inquiry theory as 'a priori-constructs'. Results: The research revealed a number of unexpected learning and teaching practices - based on the grass-root adoption of mobile phone functions and in particular social apps. These practices involved cognitive, teaching and social presence as well as reflective practice and enabled rich educational experiences - according to the Community of Inquiry Theory.
    04B - Beitrag Konferenzschrift
  • Vorschaubild nicht verfügbar
    Publikation
    Mobile learning in resource-constrained environments. A case study of medical education
    (Taylor & Francis, 01.12.2012) Pimmer, Christoph; Linxen, Sebastian; Gröhbiel, Urs; Kumar Jha, Anil; Burg, Günter [in: Medical Teacher]
    Background: The achievement of the millennium development goals may be facilitated by the use of information and communication technology in medical and health education. Aims: This study intended to explore the use and impact of educational technology in medical education in resource-constrained environments. Methods: A multiple case study was conducted in two Nepalese teaching hospitals. The data were analysed using activity theory as an analytical basis. Results: There was little evidence for formal e-learning, but the findings indicate that students and residents adopted mobile technologies, such as mobile phones and small laptops, as cultural tools for surprisingly rich "informal" learning in a very short time. These tools allowed learners to enhance (a) situated learning, by immediately connecting virtual information sources to their situated experiences; (b) cross-contextual learning by documenting situated experiences in the form of images and videos and re-using the material for later reflection and discussion; and (c) engagement with educational content in social network communities. Conclusion: By placing the students and residents at the centre of the new learning activities, this development has begun to affect the overall educational system. Leveraging these tools is closely linked to the development of broad media literacy, including awareness of ethical and privacy issues.
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild nicht verfügbar
    Publikation
    Facebook as a learning tool? A case study on the appropriation of social network sites along with mobile phones in developing countries
    (Wiley, 2012) Pimmer, Christoph; Linxen, Sebastian; Gröhbiel, Urs [in: British Journal of Educational Technology]
    01A - Beitrag in wissenschaftlicher Zeitschrift