Linxen, Sebastian

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

Filter

2013 - 20144
Filter zurücksetzen

Einstellungen

Autor:in: Walters, Fiona × Thema: 005 - Computer Programmierung, Programme und Daten ×

Suchergebnisse

Gerade angezeigt 1 - 4 von 4
  • Vorschaubild nicht verfügbar
    Publikation
    Informal mobile learning in nurse education and practice in remote areas. A case study from rural South Africa
    (Elsevier, 2014) Pimmer, Christoph; Brysiewicz, Petra; Walters, Fiona; Linxen, Sebastian [in: Nurse Education Today]
    Background: With the proliferation of portable digital technology, mobile learning is becoming increasingly popular in nursing education and practice. Most of the research in this field has been concentrated on small-scale projects in high income countries. Very little is known about the ways in which nurses and midwives use mobile technology in remote and resource poor areas in informal learning contexts in low and middle income countries. Objectives: To address this gap, this study investigates whether nurses use mobile phones as effective educational tools in marginalized and remote areas, and if so, how and why. Setting and Methods: In rural South Africa, 16 nurses who attended an advanced midwifery education program, facilitators and clinical managers were interviewed about their use of digital mobile technology for learning. Techniques of qualitative content analysis were used to examine the data.
    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