Publications

Hrastinski, S., Paul, E., & Åkerfeldt, A. (2024). Temporal-spatial and pedagogical flexibility in distance education. Distance Education, 1-17. https://doi.org/10.1080/01587919.2024.2380370

Sperling, K., Stenberg, C. J., McGrath, C., Åkerfeldt, A., Heintz, F., & Stenliden, L. (2024). In search of artificial intelligence (AI) literacy in Teacher Education: A scoping review. Computers and Education Open, 100169.

Åkerfeldt, A., Kjällander, S., & Petersen, P. (2024). A research review of computational thinking and programming in education. Technology, Pedagogy and Education, 1-16.

Hugerth, M. W., Jalal, N. & Åkerfeldt, A. (2023). ” I Should, but I Don’t Feel Like It”: Overcoming Obstacles in Upper Secondary Students’ Self-regulation Using Learning Analytics. Studia paedagogica, 28(3), 89-111.

Hrastinski, S., Åkerfeldt, A. & Bergdahl, N. (2023). Exploring Student Perceptions of K-12 Synchronous Remote Education. Journal of Online Learning Research, 9(2), 221-229. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 15, 2023 from https://www.learntechlib.org/primary/p/221260/.

Åkerfeldt, A., Bergdahl, N., & Hrastinski, S. (2023). Adult learners’ perceptions of distance education. Journal of Adult and Continuing Education, 0(0). https://doi.org/10.1177/14779714231200422

Åkerfeldt, A., Kjällander,S., Mannila, L. and Heintz, F. ”Exploring programming didactics in primary school – a gender perspective,” 2022 IEEE Frontiers in Education Conference (FIE), Uppsala, Sweden, 2022, pp. 1-7, doi: 10.1109/FIE56618.2022.9962386.

Mannila, L., Åkerfeldt, A., Kjällander, S. and Heintz, F. ”Exploring Gender Differences in Primary School Programming,” 2022 IEEE Frontiers in Education Conference (FIE), Uppsala, Sweden, 2022, pp. 1-9, doi: 10.1109/FIE56618.2022.9962482.

Kjällander, S., Åkerfeldt, A., Mannila, L. and Heintz, F. ”Signs of learning in middle school computing education,” 2022 IEEE Frontiers in Education Conference (FIE), Uppsala, Sweden, 2022, pp. 1-9, doi: 10.1109/FIE56618.2022.9962658.

Hilli, C., & Åkerfeldt, A. (2022). Didaktik for Distance Education in Secondary and Adult Education. The Online
Journal of Distance Education and e-Learning, 10(3), 349-362.
https://www.tojdel.net/index.php?pid=showissue&volume=10&issue=3

Åkerfeldt, A., Hilli, C., Bergdahl, N. & Hrastinski, S. (2022). Att designa för fjärr- och distansundervisning med fokus på digitala lärmiljöer och närvaro. I Digitala lärmiljöer. Likvärdig utbildning med fjärr- och distansundervisning. 2022:2 – Slutrapport från FoU-programmet DigiLi https://www.ifous.se/app/uploads/2022/03/202203-ifous-2022-2-h.pdf

Insulander, E., Hernwall, P., Åkerfeldt, A., & Öhman, E. (2022). Assessment in Transformation: Teachers’ Perceived Opportunities and Challenges in the Assessment of Multimodal Texts. Educare – Vetenskapliga Skrifter, (1), 132–153. https://doi.org/10.24834/educare.2022.1.6

Åkerfeldt, A & Björklund Boistrup, L. (2022). Design and research: ethical considerations. I Designs for Research, Teaching and Learning. A framework for future education. Björklund Boistrup, L. & Selander, S. (Red.). Routledge. https://library.oapen.org/handle/20.500.12657/51655

Åkerfeldt, A., & Åberg, E.S. (2021). Designs For Learning: A Research Approach. International Journal of Educational Methodology, 7(4), 547-555. https://doi.org/10.12973/ijem.7.4.547

Åkerfeldt, A. & Hilli, C. (2021). Kollegialt lärande på distans
– att dela erfarenheter och lära av varandra. I Att förbättra skolor med stöd i forskning : exempel, analyser och utmaningar. Rönnström, N. & Johansson, O. (red). Natur och Kultur.

Kjällander, S., Mannila, L., Åkerfeldt, A. & Heintz, F. (2021). Elementary Students’ First Approach to Computational Thinking and Programming. Educ. Sci. 2021, 11, 80. https://doi.org/10.3390/educsci11020080

Landwehr Sydow, S., Åkerfeldt, A. & Falk, P. (2021). Becoming a Maker Pedagogue: Exploring Practices of Making and Developing a Maker Mindset for Preschools. In: Proceedings of 5th FabLearn Europe / MakeEdconference 2021: June 2-3, 2021 hosted online by St. Gallen University of Teacher Education, Switzerland, 6 Association for Computing Machinery (ACM) ACM International Conference Proceeding Series. https://doi.org/10.1145/3466725.3466756

Hilli, C. & Åkerfeldt, A. (2020). Redesigning distance courses to support social and teaching presence in adult and upper secondary education. Education in the North, 27(2), 38–55. [27]. https://doi.org/10.26203/qvfj-1t89

Mannila, L., Heintz, F., Kjällander, S., & Åkerfeldt, A. (2020). Programming in primary education: towards a research-based assessment framework. In Proceedings of the 15th Workshop on Primary and Secondary Computing Education (WiPSCE ’20). Association for Computing Machinery, New York, NY, USA, Article 10, 1–10. DOI: https://doi.org/10.1145/3421590.3421598

Sofkova Hashemi, S., Wennås Brante, E., Cederlund, K., Godhe, A-L., Magnusson, P., Stenliden, L., Svärdemo Åberg, E. & Åkerfeldt, A. (2020). Digitala textkompetenser och undervisning. En metatolkande syntes av forskningsstudier om texter, information och multimodalitet i skolan. Trettonde nationella konferensen i svenska med didaktisk inriktning. Bildning, utbildning, fortbildning. Svenska med didaktisk inriktning, SMDI. Johansson, M., Martinsson, B-G. & Parmenius Swärd, S. (Red.). https://drive.google.com/file/d/1XMQ693KXa-UWFFMH6XEfMG6eyLyApVX2/view

McGrath, C. & Åkerfeldt, A. (2019). Educational Technology (Edtech): Unbounded Opportunities or Just Another Brick in the Wall? In: The Digital Disruption of Public Services: An investigative study of the societal impact in Sweden and beyond. Larsson, A & Teigland, R. (eds).

Åkerfeldt, A., Kjällander, S. & Selander, S. (2018). Programmering. Introduktion till digital kompetens i grundskolan. Stockholm: Liber.

Insulander, E., Kjällander, S., Lindstrand, F. & Åkerfeldt, A. (2017). Didaktik i omvandlingens tid. Text, representation, design. Liber: Stockholm

Kjällander, S., Åkerfeldt, A., Parnes, P. & Mannila, L. (2017). Makerspaces Across Settings: Didactic Design for Programming in Formal and Informal Teacher Education in the Nordic countries. In Journal of Digital Learning in Teacher Education. http://dx.doi.org/10.1080/21532974.2017.1387831

Nouri, J., Åkerfeldt, A., Fors, U. & Selander, S. (2017). Assessing collaborative problem-solving skills in technology-enhanced learning environments – the PISA framework and modes of communication. In International Journal of Emerging Technologies in Learning (iJET). (August 2017).

Svärdemo Åberg, E., & Åkerfedt, A. (2017). Design and recognition of multimodal texts – selection of digital tools and modes in the basis of social and material premises? I Journal of Computers in Education. Vol 4. Issue 3, s 283-306. DOI: 10.1007/s40692-017-0088-3

Kjällander, S., Åkerfeldt A., & Petersen, P. (2016). Översikt avseende forskning och erfarenheter kring programmering i förskola och grundskola. Skolverket. http://omvarld.blogg.skolverket.se/wp-content/uploads/sites/2/2016/06/oversikt_programmering_i_skolan.pdf

Johansson, M., Verhagen, H., Åkerfeldt, A., & Selander, S. (2014). How to Design for Meaningful Learning – Finding the Balance Between Learning and Game Components. In Proceedings of the 8th European Conference on Games Based Learning (ECGLB 2014) (Vol. 1, pp. 216–222).

Åkerfeldt, A. (2014). Re-shaping of writing in the digital age – a study of pupils’ writing with different resources. Nordic Journal of Digital Literacy, 9(3).

Åkerfeldt, A. (2014). Didaktisk design med digitala resurser: en studie av kunskapsrepresentationer i en digitaliserad skola. Dissertations. Stockholm: Stockholms universitet, 2014.

Åkerfeldt, A., Karlström, P., Selander, S. & Ekenberg, L. (2013). Lärande i en digital milö: Observation av 1:1. DSV Report Series No. 13‐007. Stockholm: Stockholms universitet. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-95617

Svärdemo Åberg, E., Åkerfeldt A. & Selander S. (2013). Elevers design av representationer inom gymnasieskolans projektarbete. In Bente Aamotsbakken & Norunn Askeland (red) Syn for skriving. Om læringsressurser og skriving i skolens tekstkulturer. Oslo: Cappelen Damm Akademisk.

Åkerfeldt, A. & Selander, S. (2011) Exploring educational video game design – meaning potentials and implications for learning. In Handbook of Research on Improving Learning and Motivation through Educational Games: Multidisciplinary Approaches. Felicia, P (Ed). IGI Global.

Lindstrand, F. & Åkerfeldt, A. (2009). Elever skapar tecken om moln i digital lärmiljö. En förändring av lärandets kontext – aspekter på lärande i gestaltningsarbete med digitala resurser. In Linderoth, J. (ed) Individ, teknik och lärande, Stockholm: Carlsson.

Selander, S. & Åkerfeldt, A. (2008). “Learning and meaning making in the virtual space.“ In Handbook of research on digital information technologies: Innovations, methods, and ethical issues. Hansson, T. (ed). Hershey, PA: Information Science Reference.

Selander, S., Åkerfeldt A. & Engström S. (2007). ”Resurser för lärande i en digital miljö – om ’Learning Design Sequences’”. In Tekst i vekst. Knudsen. V. S., Skjelbred, D. & Aamotsbakken, B. (red.).